1^7 


Cbe  "anlvcrgltie  ot  Cbicag 

FOLNLiKlJ  BY  JOHN  U    KOCKKl-KI.LK 


CHARITIES  FOR  CHILDREN 


IN  THE 


CITY  OF  MEXICO 


( ILLUSTRATED ) 


A  DISSERTATION 

SUBMITTED  TO  THE  FACUITY 

OF  THE 

GRADUATE  DIVINITY  SCHOOL 

IN  CANDIDACY  FOR  THE  DEGREE  OF 
DOCTOR  OF  PHILOSOPHY 


(DEPARIMLM    Ol-  LCCLLSIASTICAL  SOCIOLOGY) 


BY 

ALBERT  JUDSON  STEELMAN 

CHAPLAIN  OF  THE  ILUNOIS  STATE  PENITENTIARY 

AND  PRESIDENT  OF  THE  NATIONAL 

C\\  APLMNS'  .ASSOCIA'I  ION 


J-LBLISHED  BY  E.  M.  STEKLM  \N 
J'-Lll::,   ILLINOIS 


Cbe  "Clnfvereits  of  Cbicagc 

HJLNLiKl>  BV  JOHN  I>.  ROCKKFELLKR 


CHARITIES  FOR  CHILDREN    . 

IN  THE 

CITY  OF  MEXICO 


( ILLUSTRATED  ) 


A  DISSERTATION 

SUBMITTED  TO  THE  FACULTY 

OF  THE 

GRADUATE  DIVINITY  SCHOOL 

IN  CANDIDACY  FOR  THE  DEGREE  OF 
DlX-TOR  Of  PHILOSOPHY 


(DEPARTMENT  OF  ECCLESIASTICAL  SOCIOLOGY) 


BY 

ALBERT  JUDSON  STEELMAN 

CHAPLAIN  OF  THE  ILLINOIS  STATE  PENITENTIARY 

AND  PRESIDENT  OF  THE  NATIONAL 

CHaPL-MNS"  ASSOCIATION 


:     1  lET,  ILLINOIS 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/charitiesforchilOOsteerich 


O 

iz; 


o 
w 


o 

as 

O 

< 


FOUNDED  BY  JOHN  D.  ROCKEFELLER 


CHARITIES  FOR  CHILDREN 

IN  THE 

CITY  OF  MEXICO 


(ILLUSTRATED) 


A  DISSERTATION 

SUBMITTED  TO  THE  FACULTY 

OF  THE 

GRADUATE  DIVINITY  SCHOOL 

IN  CANDIDACY  FOR  THE  DEGREE  OF 
DOCTOR  OF  PHILOSOPHY 


(DEPARTMENT  OF  ECCLESIASTICAL  SOCIOLOGY) 


BY 

ALBERT  JUDSON  STEELMAN 

CHAPLAIN  OF  THE  ILUNOIS  STATE  PENITENTIARY 

AND  PRESIDENT  OF  THE  NATIONAL 

CHAPLAINS"  ASSOCIATION 


PUBLISHED  BY   F..  M.  STEELMAN 

JOLIET,  ILLINOIS 

1907 


COPYRIGHT  1907 

BY 

ELLA  M.  STEELMAN 


BREWSTER    PRESS,     <TfJa«fegltt|l«iL>     JOLIET,     ILLINOrS. 


b 


(ftratrfully  Sftitratrd 

...  In  ... 

an&  fflra.  BJtUtam  QI.  (^rtcn 

mho  t)<*ur  labarrii  manu  ji'^^ 
among  tt^r  (inor  in  uarioita 
ritira  of  tl|r  iHrxiran  Krpubltc 


161427 


Fore-Word. 

For  the  diminution  of  crime  and  the  increase  of  happiness  it 
is  necessary  to  gather  up  the  waifs  and  strays,  and  make  a  home 
for  all  the  children  of  misery. 

Before  Christ  came,  old  servants  and  deformed  children  were 
exposed  to  die.  In  mighty  Rome  the  bodies  of  the  dead  and  dy- 
ing floated  down  the  Tiber  past  the  palaces  of  the  great  and  the 
temples  of  the  gods. 

In  Christian  lands  the  gentle  hand  of  Charity  is  stretched  out 
to  rescue  the  poor,  sick  and  abandoned,  the  defective  and  the 
delinquent. 

Happy  is  the  people  that  is  ready  to  care  for  the  worst  off, 
giving  sight  to  the  blind,  hearing  and  speech  to  the  deaf-mute, 
hands  and  feet  to  the  maimed,  instruction  to  the  ignorant,  medi- 
cine to  the  sick,  straightening  to  the  deformed,  virtue  to  the 
vicious,  homes  to  the  homeless  and,  finally,  restoring  them  all 
to  Society  as  safe  and  worthy  members  thereof. 

This  is  the  high  ideal  which  Charities  for  Children  propose 
to  themselves  in  the  City  of  Mexico. 


CONTENTS. 


I. 
The  Beginning  of  Spanish  Mission  Schools — 

Learning  the  Aztec  language.  The  Rehgious  Orders.  High- 
er Schools  of  learning.  The  education  of  girls.  Charitable 
institutions  encouraged.  The  Convent  Schools.  Attractions 
of  the  Cloister.  "La  Concepcion"  and  other  notable  schools 
for  girls.     Their  Social  Value 1 

IL 
A  Charity  School  of  the  Old  Type — 

The  College  of  Vizcainas  founded  in  1731  for  homeless  girls 
and  women.  Cost  of  building.  Struggle  to  secure  lay  manage- 
ment. Dedication  and  description  of  the  splendid  edifice.  Ad- 
mission to  the  School  and  internal  management.  The  "Cot- 
tage Plan."  Cost  of  living.  Celebrated  embroideries.  A 
public  school  established  within  its  walls.  Teachers'  duties 
and  salaries.  Courses  of  study.  Care  of  poor  children  out- 
side.    Rewards  of  merit 8 

in. 

A  Charity  School  of  the  Old  Type — Continued. 

The  College  of  the  Vizcainas  in  a  period  of  disaster.  The 
Peninsular  Wars.  Loss  of  Endowment.  Cry  of  Mexican 
Independence.  Selling  the  silver  lamps  of  the  College.  Po- 
litical tribute  money.  A  dismal  picture  of  illiteracy.  Scott's 
army  as  guests.  The  French  Intervention.  The  Reform  Laws. 
The  end  of  Church  Rule 15 

IV. 
A  Charity  School  of  the  Old  Type — Continued. 

Governmental  control  of  the  College  of  the  Vizcainas.  A  new 
name — "College  of  Peace."  A  new  program  of  instruction. 
A  wide  range  of  handwork.  New  friends.  New  resources. 
Enrollment.  General  condition  of  the  College.  The  design 
and  wisdom  of  the  founders 20 


Vlll.  CHARITIES    FOR   CHILDREN 

V. 

The  Children's  Home — 

("El  Hospicio  de  Nines").  Founded  in  1760  as  the  Home 
for  the  Poor.  The  original  buildings.  Apartments  for  Ma- 
ternity Hospital.  Large  endowment.  Beginning  of  Indus- 
trial and  Reform  School  work,  June,  1806.  Cherished  names 
of  benefactors.  The  Maternity  Hospital  rebuilt  by  the  Em- 
press Carlota.  Government  and  health.  The  new  ideal 
memorial  edifice.  Number  of  teachers  and  pupils.  Plan  of 
admission  and  dismission.  Family  ties.  Elementary  educa- 
tion and  industrial  training.  Cost  of  the  new  building.  The 
new  Maternity  Hospital  and  its  cost 22 

VI. 

The  Foundling  Asylum — 

A  moving  spectacle.  Established  in  1767.  Method  of  re- 
ceiving, and  number  of  inmates.  Open  at  all  hours.  Care- 
ful records  and  custody.  School  work — Superior  opportuni- 
ties for  those  who  show  special  talent.  Care  in  "placing  out." 
Classification  by  age  and  sex.  Rewards  and  punishments. 
Resources  and  management.  An  agency  for  qualified 
nurses.  Infants  boarded  in  the  country.  A  dowery  fund 
for  girl  graduates 30 

VII. 

The  Industrial  School  for  Orphans — 

Opened  in  1841,  in  the  Home  for  the  Poor.  Dependents  and 
delinquents  associated.  Young  delinquents  not  examined  in 
court,  but  in  the  Boy's  Ward  of  the  Home  for  the  Poor.  The 
School  moved  to  the  suburb  of  Santiago.  Terms  of  admis- 
sion. Aim  of  the  School.  Paying  pupils.  Wholesome  food. 
Comfortable  uniforms  made  in  the  institution.  The  orches- 
tra of  forty-two  pieces.  Night  school  for  apprentices.  Cost 
of  maintenance.  Intelligence  of  pupils.  Excursions  to  fac- 
tories and  museums.  Graduation.  Ordinary  discipline.  Re- 
ligious exercises.  Rewards  and  punishments.  Arts  and 
trades  taught.  The  daily  program.  Dormitory  and  baths. 
Duties  of  officers.    A  period  of  transition 37 

VIII. 
The  Mexican  National  School  for  Deaf-Mutes — 

Initial  date  in  1866.  Adopted  by  the  Government.  The 
Oral  Method.     The  health  of  deaf-mute  children.     Schools 


IN     THE     CITY     OF     MEXICO.  13C 

of  the  United  States  examined.  Courses  of  study.  Gradua- 
tion. Causes  of  mutism.  Number  of  pupils.  Compensa- 
tions  „ ~ ™ 45 

IX. 
The  Mexican  National  School  for  the  Blind — 

Founded  in  1870  by  Ignacio  Trigueros.  His  first  pupil.  Ap- 
paratus and  Home  for  the  School.  Pupils  come  impelled  by 
hunger.  Rules  and  Regulations.  Expenses.  Music.  Gym- 
nasium and  Industries.  Adoption  by  the  Government.  Writing 
machines.  A  successful  Musical  Club.  Handwork  exhibited 
in  Paris.  Requirements  for  admission.  Scrupulous  watch- 
care.    Daily  routine.     Prizes.     Benefits  of  the  School 50 

X. 

The  National  School  of  Arts  and  Trades — 

Established  by  President  Juarez  in  1867.  Terms  of  admission. 
Enrollment.  Courses  of  instruction.  The  historic  building. 
_ „ 59 

XI. 

The  School  of  Arts  and  Trades  for  Women — 

Established  in  1871  by  President  Juarez.  Supported  by  the 
Government.  Terms  of  admission.  Subjects  taught.  Sale 
of  handiwork.    Classes  benefitted.    Large  enrollment 61 

XII. 
The  Law^s  Relating  to  Children — 

Preventive  confinement  of  children  in  educational  institutions. 
Not  examined  in  court.  Delinquent  deaf-mutes  and  feeble 
minded  children.  Bonds  required  for  good  behavior,  ju- 
dicial admonition.  Police  surveillance-.  Conhnement  for 
penal  correction.  Provisional  liberty.  Infanticide.  [:lxpos- 
ing  and  abandoning  children.    Vagrancy 63 

XIII. 
Children  in  the  Asylum  for  Beggars-  - 

("El  Asilo  de  Mendigos").  Reason  for  the  name.  Founded 
in  1879.  A  private  charity  encouraged  by  the  Municipality. 
Ample  Room.  Studies  and  Employments.  Small  number 
"placed-out."  Resources.  Total  number  of  children  enrolled. 
_ _.„ 67 


X.  CHARITIES    FOR   CHILDREN 

XIV. 

The  Correctional  School  for  Boys — 

Founded  by  the  Government  in  1880.  The  mechanical  de- 
partment self-supporting.  Delinquents,  vagrants,  and  un- 
manageable boys  committed.  All  inmates  at  the  disposition 
of  the  Governor  of  the  Federal  District.  Trades  taught. 
Percentage  of  good  results 73 

XV. 

The  Mexican  Philanthropical  Society — 

Founded  in  1888.  Control  of  "Asilo  de  Regeneracion  e  In- 
fancia."  Number  in  the  Refuge.  Officers.  Co-operation 
with  the  Governor  of  the  Federal  District.  How  inmates 
are  received.  Religious  instruction.  A  free  Sewing  School. 
Cost  of  maintenance.  Purpose  of  the  Philanthropical  Soci- 
ety, Rules  for  Girls'  Department.  Resources.  Committees 
of  Vigilance.  Earnings  of  the  inmates.  Library.  Supervis- 
ion of  graduates 74 

XVI. 

The  Columbian  Asylum — 

Founded  in  1891.  Sustained  by  a  Co-operative  Society.  Re- 
ligious and  industrial  training.  Requirement  for  Admission. 
Enrollment : 77 

XVII. 
The  Public  Schools — 

Child-saving  institutions  affected.  President  Juarez's  efforts. 
Growth  in  a  quarter  of  a  century.  A  Congress  of  Education. 
1889-1890.  Education  free,  secular,  compulsory  and  prac- 
tical. Place  of  religion.  Courses  of  study.  A  Council  cf 
Vigilance.  Child  labor.  Educational  opportunities  for  all. 
78 

XVIII. 

The  School  of  the  Salesians — 

Established  in  1892.  Ecclesiastical  control.  Resources. 
Studies.  Industries.  Requirements  for  admission.  Italian 
Priests.  Enrollment  of  pupils  and  teachers.  Theory  of  dis- 
cipline.    Religious  training.     Results  claimed 81 

XIX. 

The  Daughters  of  Beneficence — 

Established  in  Mexico  City  in  1894.     Five  schools  maintain- 


IN     THE     CITY     OF     MEXICO.  XI. 

ed.  Both  charity  and  paying  pupils  admitted.  High  moral 
and  patriotic  purpose 85 

XX. 

The  Shelter  and  School  of  the  Sisters  of  Charity — 

Shelter  opened  in  1894.  Number  of  children  cared  for.  Pu- 
pils examined  by  School  Officials 86 

XXI. 
Father  Hunt's  Working  Boys'  Home — 

Founded  in  1896.  Industrial  School  for  Boys  of  the  middle 
class.  Enrollment.  Resources.  Four  languages  taught,  in- 
cluding  Aztec 87 

XXII. 
Feeble  Minded  Children — 

Number  of  girls  cared  for.  Number  of  boys.  Duty  of  the 
State.      Self-support 88 

XXIII. 
The  Florence  Crittenden  Industrial  Home  a.vd  Day 
Nursery  of  Mexico — 
Established   September,    1902.      Extensive   program.      Non- 
sectarian.    Committees.     Fiv^e  Departments 89 

XXIV. 

The  Friendly  House  of  the  Working  Woman  — 

Founded  by  Mrs.  Diaz,  wife  of  the  President.  A  Day  Nursery. 
Number  admitted.  Daily  cost  per  capita.  Supported  by 
Mrs.  Diaz.  Terms  of  admission.  Schools.  Prophylactic 
value „ 91 

XXV. 

A  New  Correctional  School  for  Girls — 

Opened  February,  1908.  Correction  by  education.  Correc- 
tion by  punishment.  Character  and  number  received.  Clas- 
sification of  inmates.  Education  and  discipline.  Industrial 
training.     Buildings  greatly  enlarged  during  1906-7 94 

XXVI. 
Evangelical  Mission  Schools — 

By  whom  maintained.  Their  purpose  and  value.  Loyalty 
appreciated  by  the  Liberal  Government.  The  present  educa- 
tional need  of  Evangelical  bodies  in  Mexico 97 


Xll.      ■  CHARITIES    FOR   CHILDREN 

XXVII. 

Concluding  Words — 

Charities  inaugurated  in  the  Colonial  Period.  Centuries  of 
prosperity.  Dramatic  events  of  the  nineteenth  century.  Ad- 
ministrative energy  of  President  Juarez.  General  Porfirio 
Diaz.  Old  and  new  charities  compared.  Private  charity  en- 
couraged by  the  State.  Special  conditions.  Race  unity. 
Mexican  charitableness.  Wide  range  of  institutions.  The 
oldest  American  charity  for  children.  The  "savings  fund" 
plan.  Other  excellent  features.  Scientific  care  of  infants. 
Honorary  directors.  Central  management.  Classification. 
Placing-out.  Cost  per  capita.  Schools  for  feeble-minded. 
Resemblances.  State  over-sight  of  graduates.  Committees 
of  Vigilance.  Need  of  specialists.  Intemperance.  Grounds 
for  optimism.     A  prophecy „ 99 

Bibliography  107 


LIST  OF  ILLUSTRATIONS. 

Frontispiece — A  Group  in  the  Foundling  Asylum. 

A  Tropical  Garden ™ 5 

Vera  Cruz,  Landing  Place  of  Cortes —  7 

College  of  the  Vizcainas _ — 10 

Paseo  de  la  Reforma — The  Champs  Elysees  of  Mexico 14 

A  Court  of  the  College  of  the  Vizcainas 19 

The  Alameda — Mexico's  Fashionable  Park „ 24 

Administration  Building  of  the  New  Children's  Home 26 

Foundling  Asylum — The  Nursery ™. 30 

Entrance  to  the  Park „„ 36 

The  Industrial  School  for  Orphans 38 

Pupils  in  the  Mexican  National  School  for  Deaf-Mutes 47 

General  Porfirio  Diaz,  President  of  the  Mexican  Republic. 

Protector  and  Friend  of  Charities „_ 58 

Statue  of  Columbus.    Paseo  de  la  Reforma „ 60 

Equestrian  Statue  of  Charles  IV.,  Comparable  with  that  of 

Hadrian  in  Rome 62 

An  Aztec  Idol „ 66 

Chapultepec   _  71 

Popocatepetl,  Overlooking  the  Valley  of  Mexico  on  the  East..  86 

Iztaccihuatl,  Adjoining  Popocatepetl _. 88 

Across  the  Rio  Grande 90 

Mrs.  Diaz,  Patron  and  Founder  of  Charities 91 

The  Friendly  House  of  the  Working  Woman 92 

Group  in  the  Friendly  House  of  the  Working  Woman 96 

Porch  of  Plantation  House  in  the  Tropics 98 

La  Tierra  Caliente _ 105 

The  Church _ „ „.. 111 


The  Beginning  of  Spanish  Mission  Schools. 


Mexican  charities  for  children  are  closely  connected  with  the 
early  missionary  efforts  of  the  Spaniards,  and  with  the  modem 
educational  and  correctional  program  of  the  Republic. 

The  conquering-  Spaniards  were  filled  with  zeal  "for  the 
greater  glory  of  God."  The  Capital  of  Montezuma's  Empire 
was  conquered  in  1531.  Within  four  years  the  great  school  of 
Los  Infantes  was  founded.  In  1529  the  school  of  San  Juan  de 
Letran  was  established  for  children  of  mixed  blood  who  were 
abandoned  by  their  parents  and  taken  in  charge  by  the  authori- 
ties. 

In  1533  the  school  of  St.  Paul  was  established  exclusively 
for  Indian  children.  In  order  to  win  the  multitudes  of  be- 
nighted idolators  to  the  true  faith  and  only  salvation,  rival  reli- 
gious orders  established  monastery  and  convent  schools,  where 
always  primary,  and  often  secondary,  instruction  was  given. 
Great  care  was  bestowed  upon  the  training  of  children  as  a  ben- 
evolent, missionary  enterprise.  The  mystery  of  making  a  piece 
of  paper  tell  what  the  absent  sender  wished  it  to  say  had  a  great 
fascination  for  the  Indian  boys. 

Boarding  schools  were  opened  to  which  leading  Indians  were 
ordered  to  bring  their  children. 

Many  against  their  will  obeyed  this  order;  while  others,  not 
knowing  how  it  would  turn  out,  brought  the  children  of  their 
servants  or  vassals,  with  the  result  that  these  sons  of  plebeians, 
having  learned  to  read  and  write,  came  to  be  men  of  ability, 
mayors  of  towns  and  governors  of  provinces,  holding  positions 
of  authority  over  their  former  masters. 

As  many  as  six  hundred  or  a  thousand  children  were  in  some 
of  these  schools,  according  to  Geronimo  de  Mendieta,   in  his 


a  CHARITIES   FOR   CHILDREN 

"Historia  Eclesiastica  Indiana.".  Old  men  looked  after  the  lads, 
and  gave  them  the  food,  clothing  and  other  necessary  things 
which  their  mothers  brought  for  them. 

Without  any  knowledge  of  the  children's  language  the  work 
of  instruction  was  difficult.  The  young  pupils  were  taught  to 
cross  and  bless  themselves,  and  to  recite  in  Latin  the  Pater  Nos- 
ter,  Ave  Maria,  Credo  and  Salve  Regina,  the  teachers  being  una- 
ble to  explain  the  meaning  of  any  of  it.  By  the  eloquent  language 
of  signs  they  tried  to  teach  that  there  is  one  only  true  God, 
and  a  heaven,  where  those  who  serve  Him  will  enjoy  his  infinite 
riches;  and  that  there  is  a  hell  of  infinite  pains,  where  their 
heathen  gods  would  reward  those  who  serve  them  with  incon- 
ceivable torments.  The  solemn  monks  tried  to  impress  upon  the 
tender  minds  of  their  pupils  that  the  image  of  a  crucified  man 
which  they  held  up  was  the  image  of  our  God  in  human  form; 
and  the  image  of  the  woman  placed  before  them  was  that  of 
the  Mother  of  God,  called  Mary,  who  was  to  be  honored  and 
reverenced  and  taken  to  be  our  advocate  and  mediator  to  obtain 
from  God  that  which  is  best  for  us. 

But  with  all  this  labor  the  little  Indians  understood  nothing 
of  the  Latin,  and  ceased  not  to  worship  their  idols.  The  discon- 
solate friars  had  no  words  with  which  to  reprove  them.  With 
fasting  they  poured  out  their  prayers  to  God,  and  to  the  blessed 
Virgin,  and  to  the  holy  angels  for  their  help.  It  was  suggested 
that  they  play  with  the  children  every  day.  Each  one  wrote 
down  the  words  he  had  heard  the  children  use.  At  an  opportune 
time  they  compared  notes.  Often  what  they  set  down  for  fact 
today  turned  out  tomorrow  not  to  be  so.  A  final  solution  of 
their  difficulty  was  discovered.  A  Spanish  widow  had  two  little 
children  who  had  learned  the  Indian  language  from  their  play- 
mates. The  friars  asked  and  received  one  of  these  children  as  a 
teacher.  He  became  the  first  interpreter  to  the  Indians  of  the  mys- 
teries of  the  faith,  and  the  first  teacher  of  the  preachers  of  the 
faith.  He  was  taken  from  one  religious  community  to  another,  so 
that  all  received  his  help.  His  name  in  the  history  is  Fray  Alonso 
de  Molina,  who  labored  for  fifty  years  in  the  service  of  the  church. 


IN     THE     CITY     OF     MEXICO.  3 

He  publislied  Spanish-Aztec  and  Aztec- Spanish  vocabularies  of 
great  value.. 

As  the  need  was  felt  more  schools  were  founded.  In  1536 
when  a  great  scholar  was  found,  familiar  with  Indian  tongues, 
Fray  Arnaldo  Bassacio  by  name,  the  Viceroy, D.Antonio  de  Men- 
doza,  founded  the  School  of  Santa  Cruz  de  Tlaltelulco  in  the 
Capital  and  made  Bassacio  president  or  rector  of  the  institution. 
Scholarships  were  endowed.  Boys  from  ten  to  twelve  years  of 
age,  the  sons  of  leading  families  were  brought  from  the  leading 
towns  of  all  the  provinces.  From  thirty  to  a  hundred  were 
assembled  in  the  new  school.  The  lads  ate  together  like  monks 
in  their  large  refectory,  which  was  kept  in  excellent  order.  They 
had  one  large  dormitory  with  a  row  of  beds  on  either  side  of  a 
long  aisle.  Lights  were  left  burning  through  the  night;  and  a 
proper  person  attended  to  their  deportment.  They  were  given 
the  same  instruction  as  the  sons  of  their  Spanish  lords,  in  Latin, 
logic,  rhetoric,  philosophy  and  Christian  doctrine,  and  with  such 
effect  that  many  of  them  outrivaled  in  language  and  literature 
the  sons  of  the  conquerors.  Children  of  twelve  and  fourteen 
years  wrote  and  recited  Latin  prose  and  verse  in  good  taste, 
and  became  proficient  in  vocal  and  instrumental  music. 

Before  1544  the  Seminary  was  established  for  the  in- 
struction of  candidates  seeking  ecclesiastical  preferment.  The 
progress  of  the  Mexican  youths  suggested  the  need  of  a  Uni- 
versity, which  was  founded  in  1551,  and  formally  opened  Jan. 
21,  1553.  It  adopted  the  statutes  and  enjoyed  the  privileges  of 
the  University  of  Salmanca,  which  was  considered  the  first  and 
best  in  Spain,  if  not  in  the  world.  The  same  subjects  were  taught 
in  the  new  university  as  in  the  old :  namely,  Latin,  Greek,  phi- 
losophy, rhetoric,  theology,  canon  law,  Roman  law.  State  law  and 
mathematics.  In  1578  a  chair  of  medicine  was  introduced. 
One  professor  had  charge  of  the  entire  field  of  medical  science. 
In  1599  a  second  professor  was  added.  In  1061  departments 
of  anatomy  and  surgery  were  added. 

Education  was  not  confined  to  the  Jiigher  classes,  but  seems 
to  have  been  fairly  wide-spread,  popular  and  liberal.    Even  poor 


4  CHARITIES  FOR   CHILDREN 

boys  studied  a  while  in  the  monastery  schools  in  the  morning, 
before  going  to  help  their  fathers  in  the  fields;  while  the  sons 
of  the  patricans  remained  for  further  instruction.  In  the  smaller 
towns  there  was  less  distinction  of  class;  and  the  sons  of  rich 
and  poor  alike  received  such  instruction  as  was  offered,  espe- 
cially before  the  heavy  weight  of  Spanish  rule  depleted  the  popu- 
lation, and  drove  the  remnant  to  toil  for  the  support  of  the  spoil- 
ers. 

The  prosperity  of  the  lower  schools  conducted  by  tl:e  vaiicus 
religious  orders  created  a  greater  demand  for  higher  learning. 
Influential  persons  invited  the  Jesuits  to  establish  themselves 
in  Mexico.  In  1573  they  founded  "The  College  of  St.  Mary 
of  All  Saints,"  commonly  called  "The  College  of  Santos."  Here 
the  most  learned  doctors  of  the  realm  were  given  scholarships 
which  supported  them  in  comfort,  while  they  devoted  them- 
selves for  eight  years  to  the  science  or  profession  of  their 
choice.  The  order  of  Jesuits  was  suppressed  at  various  times  in 
Mexico ;  and  the  college  was  finally  demolished  by  General  Santa 
Anna.  • 

At  that  early  period  the  education  of  girls  was  not  neglect- 
ed. They  were  assembled  in  the  church-yards  and  convent 
gardens  near  the  schools  of  the  boys;  and  at  first  the  brightest 
of  the  boys  were  chosen  to  instruct  them.  This  plan  was  changed 
when  the  "most  religious  Queen  Isabella"  sent  pious  women  to 
establish  convent  schools,  in  which  the  daughters  of  leading 
families  were  gathered  and  taught  to  repeat  in  their  own  lan- 
guage the  creed  and  prayers,  and  were  instructed  in  religious- 
customs  and  womanly  occupations,  such  as  sewing  and  embroid- 
ery. 

The  conqueror  himself  was  interested  in  this  conquest  of 
ideas,  and  in  1525  established  a  school  for  noble  girls  in  Tex- 
coco,  in  which  he  placed  four  daughters  of  Montezuma,  to  be  ed- 
ucated at  his  own  expense.  Another  school  for  girls  was  estab- 
lished in  1527.  These  institutions  were  directed  by  Franciscan 
and  Augustinian  women.  Among  the  favors  which  Cortes 
asked  of  Charles  V.  on  his  first  journey  to  the  court  in  1530, 


"^^^/tL 


IN     THE     CITY    OF    MEXICO.  5 

was  that  there  should  be  founded  in  Mexico  a  convent  of  Fran- 
ciscan nuns  and  a  school  for  the  daughters  of  chiefs.  The  favor 
was  granted;  and  the  wife  of  the  conqueror  brought  back  the 
founders  of  the  convent  school.  In  1531  Fray  Pedro  de  Gante 
also  founded  a  school  for  noble  girls  of  mixed  blood,  and  for 
the  daughters  of  chiefs,  in  the  convent  of  San  Francisco. 

The  courts  of  the  convents  where  classes  of  girls  were  as- 
sembled by  dignified  matrons  for  instruction  were  spacious 
gardens  protected  by  high  walls,  and  shaded  by  pines,  olives, 
willows,  palms  and  other  majestic  trees  and  flowering  shrubs 
presenting  the  semblance  and  reality  of  perpetual  spring. 


A  Tropical  Garden. 


The  government  of  Spain  opened  schools  for  men  and  wom- 
en, and  encouraged  private  charity.  In  1538  a  society  was 
formed  for  the  purpose  of  distributing  alms  to  the  poor.  In 
1548  this  society  established  a  school  called  "La  Caridad." 
Large  sums  were  spent  in  building  and  endowment.  Only  or- 
phan girls  and  those  extremely  poor  were  admitted.  They 
were  fed,  clothed  and  educated  from  the  abundant  resources  of 
the  society.  They  were  taught  reading,  writing  and  arithmetic, 
sewing,  embroidering  and  music.  The  school  was  a  real  home 
in  which  they  were  free  to  remain  as  long  as  they  lived;  or  if 


6  CHARITIES   FOR   CHILDREN 

they  wished  to  marry,  the  Board  gave  them  a  dowry  of  five 
hundred  dollars. 

Young  women  of  the  finest  talents  and  loftiest  aspirations 
abandoned  the  pretensions  of  aristocratic  society  to  devote  them- 
selves to  the  service  of  God  and  the  Blessed  Virgin.  The  habit 
and  austerities  of  a  nun  could  not  hide  the  elegance,  exquisite 
taste,  and  refinement  which  would  show  itself  in  literature, 
music,  or  art.  Various  motives  drove  young  women  to  the  clois- 
ter. Young  men  might  marry  as  they  pleased.  But  how  was  a 
young  lady  of  Gothic  blood,  whose  mother,  perhaps,  had  been 
a  lady-in-waiting  to  the  Queen,  how  could  she  unite  her  fortunes 
with  a  common  Creole,  no  matter  how  uncommon  he  might  be 
in  wealth  and  personal  attractiveness?  These  Castillian  fathers, 
and  especially  the  mothers,  were  happy  rather  to  offer  a  daugh- 
ter's h^nd  in  marriage  to  the  most  worthless  servant,  or  gambler, 
if  only  he  had  "blue  blood;"  or  they  would  shut  her,  against 
her  will,  within  the  walls  of  a  convent. 

There  was  still  another  powerful  motive  leading  young  wom- 
en to  certain  convents,  especially  to  that  of  "La  Concepcion," 
which  had  the  reputation  of  having  been  founded  in  1541  by 
the  most  beautiful  young  woman,  Beatriz  de  Silva.  The  convent 
itself  was  a  rich  mansion  which  had  every  convenience  of  life  of 
the  period.  It  had  within  its  walls  women  of  the  most  illustri- 
ous ancestry;  it  enjoyed  special  privileges,  and  had  a  colossal 
fortune,  which  was  growing  larger  every  day.  Queen  Isabella, 
wife  of  the  most  powerful  monarch,  had  sent  out  the  young 
women  who  governed  it.  The  aristocracy  favored  it.  All 
classes  paid  devotion  to  it.  Little  by  little  it  acquired  the  sur- 
rounding property  needed  to  accommodate  a  larger  community 
of  women.  Nuns  who  had  habitations  large  enough  to  house  a 
family  gave  to  their  apartments  the  humble  title  of  "a  cell." 

It  was  not  the  purpose  to  make  nuns  of  the  multitudes  of 
girls  who  came  to  live  in  the  convents.  They  were  to  learn  good 
manners.  Christian  exercises,  and  the  usual  employments  of  the 
Spanish  women.  After  spending  about  ten  years  in  the  convent 
schools,  many  were  married,  and  gave  their  unemployed  time 


IN     THE     CITY     OF     MEXICO.  7 

to  teaching  their  neighbors  in  their  private  grounds.  In  this 
way  Catholic  doctrine  and  Spanish  culture  were  widely  extended. 

The  royal  convent  of  Jesus  Maria  was  founded  early  in  the 
Colonial  period  to  care  for  dependent  daughters  of  the  conquer- 
ors. The  Convent  Shelter  of  Belen  did  a  similar  work.  Both 
were  endowed  charities  for  girls,  and  both  continued  their  work 
until  the  final  overthrow  of  the  religious  orders. 

One  can  not  look  with  indifference  upon  the  achievements 
of  those  first  missions  to  the  aborigines  of  this  country.  Great 
schools,  great  charities  and  great  churches  were  built  up,  some 
of  them  bringing  the  architecture  and  civilization  of  the  past 
down  to  the  present. 

In  1G33  the  followers  of  San  Ignacio  de  Loyola  founded  two 
girls'  schools,  one  called  "La  Ensefianza,"  and  later  that  called 
"Betlemitas,"  for  Indian  girls.  In  the  long  history  of  these 
schools  thousands  of  girls  were  trained  in  sentiments  of  honor 
and  piety  and  became  model  wives  and  mothers. 


Vera  Cruz,  Landing  Place  of  Cortes. 


11. 

A  Charity  School  of  the  Old  Type. 

While  other  charitable  institutions  of  the  old  type  have 
passed  away,  one  fortunately  remains  whose  history  is  insepar- 
ably connected  with  the  civil,  social  and  religious  development  of 
Mexico. 

The  college  of  the  Vascongadas,  or  Vizcainas,  called  also 
the  Royal  College  of  San  Ignacio  de  Loyola  and  recently  The 
College  of  Peace,  is  one  of  the  oldest  charitable  institutions  on 
this  continent  having  been  founded  a  hundred  and  seventy 
years  ago  as  a  home  and  school  for  dependent  women  and  chil- 
dren, by  the  settlers  from  the  Biscayan  Provinces. 

The  discovery  of  the  New  World,  filled  with  wonders,  where 
quick  fortunes  could  be  gained  and  glory  achieved,  led  the  ener- 
getic Basques  to  come  in  large  numbers  and  establish  colonies 
in  this  strange  land.  The  circumstances  and  temper  of  this 
people  peculiarly  inclined  them  to  form  fraternities  for  mutual 
benefit,  A  brotherhood  of  immigrants  from  the  Basque  provinces 
built  a  small  chapel  as  early  as  1671.  Their  genius  for  commerce 
made  them  prosperous.  Many  of  them  became  rich,  and  settled 
down  to  live  and  die  on  Mexican  soil.  They  built  a  church.  The 
society  grew  and  flourished,  and  desired  to  signalize  its  prosper- 
ity by  doing  some  great  thing  for  humanity.  Several  pious 
members  proposed  the  erection  of  an  asylum  for  the  shelter  of  the 
large  number  of  widows  and  young  girls  among  them.  It  was 
thought  that  the  older  and  wiser  women  could  train  the  girls, 
inspire  them  with  a  love  of  work  and  deliver  them  from  the  dan- 
ger of  idleness.  This  proposition  was  taken  up  enthusiastically. 
Over  $40,000.00  was  subscribed  in  a  period  of  forty-three  days. 
The  first  subscription  was  made  Oct.  23rd,  1731. 

The  smallest  amount  contributed  was  eighteen  cents,  by  one 


IN    THE    CITY    OF    MEXICO.  d 

of  the  nuns  of  the  order  of  St.  Joseph,  "with  permission  of  her 
prelate."  Heads  of  famihes  contributed  for  themselves  and 
their  children.  One  woman  gave  the  diamond  earrings  she  was 
wearing.  Large  subscriptions  came  in  from  Basques  residing  in 
different  parts  of  New  Spain.  A  concession  of  land  and  a  supply 
of  water  was  secured  from  the  city  council,  "in  conformity  with 
the  power  and  jurisdiction  which  this  most  noble  city  possesses 
to  grant  privileges  and  building  sites,  as  the  Royal  Executor  of 
the  Royal  and  Supreme  Council  of  the  Indies." 

When  the  brotherhood  had  sixty  thousand  dollars  in  hand  the 
Viceroy  granted  permission  to  begin  the  building;  as  it  was  es- 
timated that  this  amount  would  be  sufficient  for  the  founding  and 
endowing  of  the  institution.  Trenches  were  opened  for  the 
foundations  May  4,  1734,  and  the  first  stone  was  laid  July  30th, 
with  the  depositing  of  coins  and  inscriptions.  As  the  work  ad- 
vanced, the  enthusiasm  and  the  offerings  for  the  building  in- 
creased. Eighteen  years  were  occupied  in  building;  and  they 
expended  more  than  ten  times  the  amount  called  for  in  their 
original  plans.  Within  twenty  years  of  the  time  when  the  first 
meeting  was  held  to  promote  the  project  more  than  $583,000 
was  spent  on  the  building;  and  $66,800  had  been  satisfactorily 
placed  at  interest  to  support  twenty- four  girls  in  the  college. 
Most  of  this  number  had  been  cared  for  in  the 
convent  shelter  of  Belen  until  the  time  should  come  to  open 
the  new  school. 

These  Basques  were  stubborn  defenders  of  an  idea — the 
idea  that  there  should  be  no  monastic  odor  attaching  to  the  new 
collegiate  shelter  and  home.  These  men  were  deeply  religious, 
but  would  not  tolerate  compulsion  in  religious  exercises.  Six- 
teen years  of  controversy  passed  after  completing  the  edifice  be- 
fore letters  patent  were  received  from  Charles  III,  guarantee- 
ing that  the  college  should  be  free  and  independent  of  church 
control,  and  never  become  an  adjunct  of  any  religious  order. 
The  Board  of  the  college  insisted  to  the  point  of  declaring  that 
they  would  burn  the  building  rather  than  submit  to  ecclesiastical 
jurisdiction.     By  the  first  of  August,  1767,  these  obstinate  men 


10 


CHARITIES    FOR    CHILDREN 


had  expended  $3,695.38  and  were  victorious  in  the  controversy. 
On  the  ninth  of  September,  1767,  thirty-three  years  after 
the  first  stone  was  laid  the  Archbishop  accepted  the  invitation 
to  come  and  bless  the  building.  At  six  thirty  in  the  morning  he 
arrived  in  state.  Carriages  were  sent  to  bring  the  students  who 
had  been  supported  in  various  establishments,  pending  the  open- 
ing of  the  new  building.  Sixty-four  scholarships  had  already 
been  endowed ;  and  there  were  six  paying  pupils.  The  work  of 
the  school  was  inaugurated  with  solemn  religious  rites. 


College  of  the  Vizcainas. 


The  building  itself  is  well  adapted  to  its  purpose.  It  meas- 
ures 412  1-2  feet  on  its  principal  front  and  has  a  depth  of  448  1-4 
feet.  It  is  two  stories  in  height,  built  of  imperishable  blocks  of 
dark-red  volcanic  rock,  relieved  by  heavy  ornamental  door 
and  window  cases  of  grey  stone.  Fluted  pilasters  of  the  same 
material,  bearing  the  coat  of  arms  of  the  Basque  provinces  carv- 


IN     THE     CITY     OF     MEXICO.  11 

ed  in  relief,  terminate  in  a  turret-like  crown  on  the  building's 
front,  giving  it  an  aspect  severely  beautiful. 

This  magnificent  structure  contains  no  less  than  two  hun- 
dred and  fifty  rooms  of  different  sizes,  besides  the  courts  and  cor- 
ridors, porches  and  gardens,  church  and  chapels.  The  resident 
chaplains,  elected  by  the  Board,  occupy  suitable  apartments.  The 
music  hall  is  provided  with  a  stage  for  lyric  and  dramatic  repre- 
sentations. The  hall  of  sessions  is  richly  furnished.  Its  walls 
are  adorned  with  portraits  of  distinguished  patrons. 

The  internal  management  of  this  school,  dating  from  Colo- 
nial times,  is  of  special  interest.  Only  unmarried  girls  and  widows 
of  Spanish  blood  were  admitted  to  the  institution,  the  Basques 
always  having  preference.  No  illegitimate  children  were  re- 
ceived. For  a  hundred  years  the  inmates  were  divided  into 
family  groups  of  about  ten  persons,  the  old  and  young,  middle 
aged  and  infants,  living  together  on  what  might  be  called  "the 
cottage  plan."  Each  group  occupied  a  suite  of  three  rooms  and' 
a  kitchen.  The  oldest  and  most  discreet  of  the  group  was  the 
"head  of  the  house."  It  was  her  duty,  under  the  matron  of  the 
college,  to  look  after  the  labor,  instruction  and  expense  of  the 
group,  teaching  the  children  all  that  belonged  to  noble  and  honest 
womanhood,  without  disdaining  the  humble  and  difficult  tasks. 
The  matron,  or  general  director,  had  charge  of  the  commis- 
sary and  other  departments  of  the  large  establishment. 

The  girls  rose  at  five-thirty  in  the  morning,  and  until  nine 
might  give  themselves  freely  to  their  devotions.  From 
nine  to  twelve  they  went  back  to  their  living  rooms,  and  attended 
to  their  housework,  sewing,  embroidery,  reading,  writing,  and 
other  similar  occupations.  Previous  to  1833  all  instruction  was 
given  in  the  family  groups.  At  twelve  o'clock  they  had  dinner. 
As  there  were  no  servants,  each  girl,  according  to  her  age  and  ' 
strength,  had  to  take  her  turn  with  all  the  work.  They  were 
taught  housekeeping  and  received  the  education  of  the  women 
of  the  period.  After  dinner  carrie  the  siesta.  Then  from  three 
to  five  o'clock  in  winter,  or  until  six  in  summer,  they  went  on 
with  their  sewing  and  other  work.     Then  followed  choral  sing- 


12  CHARITIES   FOR   CHILDREN 

ing  and  supper.  They  returned  to  their  own  apartments  and 
retired  at  nine  o'clock. 

The  founders  hoped  to  see  the  large  building  filled  with  pu- 
pils. For  this  purpose  they  continued  to  increase  the  endowment. 
Three  thousand  dollars  was  sufficient  to  establish  a  scholarship 
yielding  a  yearly  income  of  $150.  The  amount  obtained  from 
scholarships  was  often  increased  from  the  sale  of  fancy  work, 
the  "mother"  of  the  group  taking  care  that  the  girls  did  not 
spend  their  earnings  foolishly.  The  few  pupils  who  had  money, 
and  were  able  to  pay  for  what  they  needed,  were  taught  to  dress 
in  harmony  with  the  circumstances  of  the  less  fortunate.  Ten 
dollars  a  month  provided  for  a  pupil's  board;  and  thirty  dollars 
a  year  was  the  ordinary  expenditure  for  clothing.  From  the 
year  1798  the  institution  gained  a  wide  reputation  for  its  laces 
and  silk  thread  work.  The  Biscayan  embroideries  were  unri- 
valled. The  powerful  families  left  their  orders  at  the  college 
for  small  pieces  for  wedding  and  baptismal  presents.  The  vice- 
roys presented  most  richly  wrought  garments  from  the  college 
to  the  Spanish  monarchs.  For  this  work  the  girls  were  well 
paid,  and  were  able  often  to  help  themselves  and  their  poor 
relatives. 

Twenty-six  years  after  the  formal  opening  of  the  college 
a  priest  of  the  city  left  in  his  will  $8,000  to  endow  a  public 
school,  "in  which  any  girl  under  thirteen  years  of  age  might 
be  taught  to  read  and  write,  be  instructed  in  the  doctrines  of  the 
church,  and  learn  hand  labor."  By  the  terms  of  the  will  four 
teachers  were  to  be  employed  and  they  were  to  be  taken  from  this 
college.  The  Board  of  managers  at  once  accepted  the  new 
responsibility.  Necessary  changes  were  made  in  the  rules  and 
extensive  alterations  in  the  building  to  adapt  them  to  the  new 
purposes.  The  new  day-school  was  opened  June  21,  1793.  More 
than  five  hundred  poor  children  came  with  "joy  painted  on  their 
expectant  faces," 

The  endowment  brought  an  income  of  four  hundred  dollars. 
At  least  two  thousand  dollars  a  year  was  needed  for  so  large  a 
school.  In  1796,  a  legacy  of  $28,000.00  was  added  to  the  en- 
dowment.    In  1803  new  rules  and  regulations  were  proposed 


IN     THE     CITY     OF     MEXICO.  13 

for  the  government  of  the  public  day  school.  Besides  giving  in- 
struction to  all  classes  of  girls  "in  the  matters  and  doctrines  of 
our  sacred  religion,"  they  were  to  be  equally  well  instructed  by 
expert  teachers  in  "all  womanly  duties  and  curiosities  in  order 
to  awaken  in  them  the  most  solid  sentiments  of  honor  and  hon- 
esty." The  first  teachers,  eleven  in  number,  were  chosen  from 
over  three  hundred  students  residing  in  the  college.  The  endow- 
ment of  the  day  school  soon  yielded  $1,800  a  year.  This  amount 
was  distributed  to  the  teachers  in  February,  June,  and  October 
at  the  rate  of  $100  a  year.  The  writing  teacher  had  thirty-two 
dollars  a  year.  The  lady  Prefect,  who  had  charge  of  the  ar- 
rangement of  classes,  was  paid  $80  a  year.  Her  assistant  was 
paid  $50.  The  five  hundred  and  thirty-two  dollars  remaining 
was  to  be  used  "to  purchase  books,  linens,  thread,  silks,  water 
jars,  benches,  tables,  sewing  cushions,  etc."  If  any  money  was 
left,  it  was  to  be  given  in  premiums  to  the  children  who  improved 
most  in  the  year.  On  festal  occasions  "attention  should  be  given 
to  cleanliness  and  tidiness,  but  avoiding  profanities,  such  as  cur- 
tains and  carpets  which  require  expenditures,  except  in  the  mat- 
ter of  seats  for  the  illustrious  Board."  Teachers  were  not  to  for- 
get that  "religion,  the  king,  and  all  the  people  place  under  their 
direction  and  care  those  tender  plants  that  they  should  cultivate 
and  refresh  them  with  the  precious  water  of  doctrine  and  good 
example." 

There  were  five  rooms  prepared  for  the  day  school,  with  a 
total  capacity  of  five  hundred.  In  the  first  and  second  rooms 
they  studied  the  primer  and  the  principles  and  prayers  of  the 
Christian  doctrine.  In  the  third  room  they  studied  spelling, 
learned  Caton  by  heart,  and  memorized  the  catechism  of  Ripalda. 
In  the  fourth  room  they  "perfected  themselves  in  Belarmine  and 
Fleury,"  had  reading  exercises,  using  any  book,  even  those 
brought  from  home,  so  they  were  not  "prohibited."  In  the  same 
class  they  were  taught  to  read  hand-writing.  In  the  fifth  room 
they  learned  stitching  on  linen,  needlework,  embroidery,  and 
"whatever  belonged  to  a  woman's  etlucation."  Those  who  show- 
ed the  most  application  were  also  taught  to  "make  curious  things 


14 


CHARITIES   FOR   CHILDREN 


with  silk,  also  bead  work  and  artificial  flowers,  and  to  write  and 
reckon  by  all  the  rules  of  arithmetic." 

Poor  children  "who  had  nothing  except  a  lively  desire  to 
learn,  found  in  this  school  everthing  freely  and  lovingly  offered 
to  help  them."  They  were  taught  to  make  useful  articles  to 
sell  in  the  street,  the  school  allowing  them  the  gross  product  of 
their  sales.  To  make  sure  that  no  child  should  be  embarrassed 
by  poverty,  the  pupils  were  never  allowed  to  bring  any  sort  of 


r 

i^ 

^^.4Mi^ 

k-. 

uC& 

L, 

^ 

^.  f 

.--alii 

-':t 

_j,*''-"'''gH 

■k 

llfl 

—11. .-»,  '• 

BKIi 

p 

\'*% 

r 

m 

W^ 

^^WKL, 

1 — 

r^ 

.'■•■- ,  ■■^-■<. . 

Paseo  de  la  Reforma.     The  Champs  Elysees  of  Mexico. 


gift  or  contribution  to  the  school  for  flowers  or  presents  for 
the  teachers,  or  for  the  school.  For  this  reason  altars,  functions, 
and  candles  were  prohibited  with  scrupulous  rigor.  All  this 
caution  was  not  from  opposition  to  religion.  The  teachers  were 
to  encourage  children  to  commune  as  often  as  their  confessors 
told  them  to;  but  they  were  not  to  be  urged  nor  scolded  if  they 
did  not  wish  to  commune.  The  children  were  especially  to  be 
taught  how  to  prepare  themselves  to  receive  the  sacrament  "so 
that  it  should  be  a  holy  and  fruitful  experience." 


III. 

A  Charity  School  of  the  Old  Type — Continued. 

The  friars  who  first  arrived  in  the  country  instructed  the  na- 
tives in  a  wide  range  of  matters.  For  a  long  time  the  general 
education  of  the  period  was  open  to  the  Indian  and  Spaniard 
alike.  The  sixteenth  century  was  marked  by  great  educational 
activity  which  started  at  the  Capital  and  spread  in 
ever  widening  circles  until  the  closing  years  of  the  eighteenth 
century.  The  new  kingdom  of  knowledge  seems  to  have  been 
accepted  by  the  natives  in  place  of  the  lost  empire  of  imaginary 
greatness.  The  newly  acquired  art  of  printing  enabled  the  In- 
dian scholars  to  translate  and  publish  for  practical  use  the  teach- 
ings of  the  Church  in  the  language  of  the  people,  and  at  the  same 
time  to  rescue  from  oblivion  whatever  was  available  of  the  his- 
tory of  the  tribes.  The  natives  had  made  alarming  progress  in 
all  departments  of  knowledge.  The  more  selfish  and  ignorant 
among  the  ruling  classes  in  church  and  state  began  to  think  it 
was  useless,  and  even  dangerous,  to  teach  the  Indians  Latin.  "It 
would  be  better,"  they  said,  "to  give  their  scholarships  to  Span- 
ish youths."  In  1795  the  Viceroy,  Branciforte,  declared  that 
the  catechism  was  all  the  people  needed.  They  began  to  be  left 
in  ignorance.  The  business  of  education  fell  into  neglect.  Many 
provinces  were  without  higher  schools,  and  sent  their  sons  to  the 
Capital,  or  to  Spain.  In  1799  there  were  only  six  hundred  stu- 
dents in  eight  colleges  in  the  City  of  Mexico  where  there  had 
been  thousands.  Teachers  were  few  and  poorly  equipped.  How- 
ever by  the  close  of  the  eighteenth  century  the  scholarship  en- 
dowment of  the  Vizcainas  had  gone  well  past  the  half  million 
mark.  But  most  of  it  ($531,000)  was  destined  to  go  a  long 
journey  to  the  Royal  Treasury  of  Spain  to  help  in  the  Napoleon- 
ic wars,  and  never  come  back.    The  Spanish  government  appro- 


16  CHARITIES   FOR   CHILDREN 

priated  the  endowment  of  all  pious  institutions.  For  only  a 
brief  period  was  the  interest  paid. 

The  nineteenth  century  promised  to  be  an  eventful  one.  Span- 
ish-America was  aweary  of  Spanish  rule.  The  fire  of  patriotism 
was  being  kindled  everywhere.  In  1810  the  patriot  priest  Hidal- 
go uttered  the  cry, "Viva  Mexico! Viva  la  Independencia !"  And 
the  long  struggle  for  self-government  began.  Revolutionary 
leaders  demanded  tribute  on  all  sides.  Charitable  schools  were 
reduced  to  trying  straits.  The  school  of  the  Vizcainas  sold  its 
silver  lamps  and  candlesticks  from  the  church  and  chapels.  One 
lamp  brought  approximately  $3,200.  Wisdom,  poverty,  patriot- 
ism and  efficiency  characterized  the  management.  The  program 
of  Mexican  Independence  included  the  payment,  by  the  newly 
constituted  government,  of  all  debts  of  the  Vice-Regal  govern- 
ment. But  when  the  Emperor  Iturbide  entered  the  Capital  of 
Independent  Mexico  in  1821,  he  demanded  tribute  of  the  Bis- 
cayan  College.  By  1830  the  national  indebtedness  to  this  school 
amounted,  with  arrears  of  interest,  to  more  than  nine  hundred 
thousand  dollars.  This  increased  several  fold  before  it  received 
favorable  consideration  from  a  settled  government.  On  the  con- 
trary, after  the  Independence  was  won,  and  especially  during 
the  dictatorship  of  Santa  Anna,  assessments  continued  to  be 
levied  by  various  revolutionists.  New  leaders  demanded  fresh 
tribute.  The  funds  of  the  Vizcainas  suffered  heavily  from  this 
cause. 

Two  generations  of  conflict  and  devastation  and  neglect  of 
education  produced  the  dismal  picture  drawn  by  Mr.  Manuel 
Siliceo,  Maxmilian's  Minister  of  Public  Instruction.  In  a  report 
dated  June  1865  he  says:  "Public  instruction  in  Mexico  at  the 
time  of  the  Independence,  and  especially  primary  instruction,  the 
most  important  of  all,  was  most  lamentably  backward;  partly 
because  in  that  epoch  the  rulers  could  not  teach  more  than  they 
knew,  and  partly  because  it  belonged  to  their  political  program 
to  keep  the  popular  classes  in  ignorance  and  the  multitudes  of 
natives  in  brute  ignorance.  (Porque  formase  parte  de  su  politica 


IN    THE     CITY    OF    MEXICO.  17 

conservar  en  la  ignorancia  a  las  clases  populares,  y  en  el  embrute- 
cimiento  a  la  numerosa  poblacion  indigena.) 

"Primary  schools  were  reduced  to  the  smallest  number,  and 
in  them  instruction  was  limited  to  reading,  writing  and  simple 
operations  in  arithmetic.  And  the  whole  instruction  in  religion 
consisted  in  memorizing  the  catechism  of  Ripalda.  There  were 
no  schools  for  girls.  In  the  home  they  gave  themselves  to  the 
duties  of  their  sex.  They,  were  scarcely  permitted  to  leani  to 
read.  To  obtain  this  privilege  it  was  necessary  to  belong  to  the 
decent  and  well-to-do  families." 

In  1840,  according  to  Brantz  Mayer,  it  was  estimated  that 
there  were  four  millions  of  Indians  in  the  country,  only  two  per 
cent,  of  whom  could  read  and  write.  At  the  same  time  there 
were  two  millions  and  some  thousands  of  white  and  mixed  in- 
habitants, only  twenty  per  cent,  of  whom  could  read  and  write. 
At  that  time  the  government  spent  eight  millions  a  year  for  the 
army,  and  only  $110,000  for  all  the  institutions  of  learning.  The 
results  of  two  hundred  and  fifty  years  spent  in  educating  the  na- 
tive races  were  well  nigh  obliterated.  The  University  founded 
in  1551  was  practically  suppressed  in  1833,  and  abolished  in 
1865.  The  National  Conservatory  of  Music  now  occupies  this 
historic  structure. 

During  this  trying  period  nothing  but  invading  armies  inter- 
rupted the  charitable  school  work  of  the  Vizcainas.  From  Decem- 
ber 8  to  19,  1847,  a  regiment  of  Gen.  Winfield  Scott's  army  took 
possession  of  two-thirds  of  the  college  building,  the  120  resident 
pupils  being  confined  to  the  other  third.  The  day  school  of  three 
hundred  children  was  temporarily  suspended.  During  the  French 
intervention  the  quartermaster  of  the  Mexican  army  prepared  to 
use  a  part  of  the  college  building  as  a  hospital.  But  the  French 
troops  came  instead  and  took  possession  of  a  part  of  the  building, 
in  July  1863,  and  paid  a  monthly  indemnity,  until  they  left  the 
country. 

After  the  long  struggle  for  Independence  and  for  political 
leadership,  there  followed  the  inevitable  conflict  for  the  establish- 
ment of  Republicanism,  as  advocated  by  Benito  Jaurez,  the  Con- 


18  CHARITIES    FOR   CHILDREN 

stitutional  President.  In  this  conflict  the  Church  threw  all  its 
wealth  and  energy  in  opposition  and  lost  in  the  contest  its  worldly 
power  and  possessions. 

During  this  three  centuries  of  Spanish  rule,  benevolent  institu- 
tions, whether  founded  by  individuals  or  by  societies,  were  gen- 
erally managed  by  religious  orders. 

Alcedo,  in  his  dictionary  of  America  and  the  West  Indies, 
published  in  Madrid  in  1787,  tells  us  that  besides  the  Great 
Cathedral,  costing  $3,720,000,  there  were  a  hundred  other  sump- 
tuous temples,  distributed  over  the  fourteen  parishes  of  the  City. 
There  were  twenty-one  convents  and  twenty-five  monasteries  of 
different  religious  orders  named  by  him.  Besides  the  Royal  and 
Pontifical  University  with  twenty-two  professors  "of  all  the  sci- 
ences," a  fine  library,  and  a  cloister  of  two  hundred  and  twenty- 
five  doctors  and  masters,  there  were  thirteen  important  colleges 
and  seminaries.  There  were  other  notable  churches,  schools  and 
academies,  thirteen  hospitals,  three  refuges  for  women,  an  asylum 
for  foundlings,  and  a  general  home  for  invalids  and  beggars. 

On  July  12,  1859,  President  Jaurez  as  a  war  measure  set 
forth  the  Reform  Law,  suppressing  all  religious  orders  in  the 
Republic.  The  victorious  republican  army  entered  the  capital 
December  25,  1860,  and  three  days  later  these  laws  were  solemn- 
ly published,  and  the  Board  of  the  College  of  the  Vizcainas  consid- 
ered itself  suppressed.  But  with  full  consideration  of  the  secu- 
lar character  of  the  college  it  was  determined  that  the  institu- 
tion did  not  fall  within  the  terms  of  the  decree.  Its  life  was  spar- 
ed. The  old  convent  schools  and  monasteries  came  to  an  end. 
Priests  and  nuns  were  driven  from  their  venerable  habitations. 
In  the  City  of  Mexico  streets  were  cut  throught  the  grounds 
and  buildings  of  the  old  religious  orders;  their  inmates  were 
scattered,  and  their  great  estates  confiscated.  Clerical  schools 
came  under  control  of  the  States,  and  lost  their  ecclesiastical 
character.  All  hospitals  and  establishments  of  beneficence  which 
had  been  administered  by  ecclesiastical  authorities  or  corpora- 
tions were  secularized,  those  in  the  federal  District  falling  under 
the  management  of  the  General  Government,  those  in  the  States 


IN    THE     CITY    OF     MEXICO. 


19 


under  the  supervision  of  the  State  Governments.     (Codigo  de  la 
Reforma.) 

The  girls  of  two  suppressed  convent  schools  were  brought 
with  portions  of  their  endowment  to  the  College  of  the  Vizcainas, 
twenty-five  scholarships  from  the  convent  school  of  San  Miguel 


A  Court  of  the  College  of  the  Vizcainas. 


de  Belen  and  eleven  from  the  charity  school  of  Sta.  Maria. 

A  long  list  of  institutions  passed  away,  leaving  only  archi- 
tectural remains  and  memories  behind.  Strange  to  say  their 
fall  was  celebrated  as  a  national  victory. 

Note — The  author  has  preferred  to  use  the  Spanish  name 
Vizcainas  rather  than  Biscayans. 


IV. 
A  Charity  School  of  the  Old  Type — Continued. 

Stable  conditions  were  not  maintained  till  after  the  civil  war 
of  1876  which  terminated  in  the  triumph  and  election  of  General 
Don  Porfirio  Diaz  as  President  of  the  Republic.  He  entered 
his  office  the  fifth  of  May.  On  May  23  he  changed  the  Board  of 
Directors  of  the  college ;  and  a  committee  was  appointed  to  in- 
quire into  its  affairs.  This  committee  recommended  the  aboli- 
tion of  the  group  system  and  the  establishment  of  a  common 
boarding  hall  for  the  pupils ;  a  better  system  of  sanitation ;  en- 
largement of  the  program  of  studies  to  include  branches  which 
would  prepare  the  pupils  for  a  lucrative  profession ;  and  the  in- 
troduction of  practical  methods  of  object  teaching,  such  as  are 
adopted  in  modern  schools.  The  name  of  the  institution,  which 
had  done  so  much  for  the  public,  through  its  long  and  eventful 
history,  was  changed.  It  was  called,  "El  Colegio  de  la  Paz," 
(The  College  of  Peace).  The  peril  to  which  the  institution 
was  exposed  by  grasping  politicians  in  1883  led  President  Diaz 
on  his  return  to  office  in  1884  to  introduce  legislation  "to  stim- 
ulate private  benevolence,  by  guaranteeing  the  faithful  use  of 
funds  given  by  generous  persons  for  the  service  of  humanity," 
thus  placing  the  property  and  fimds  of  Las  Vizcainas  forever 
beyond  the  reach  of  political  caprice  or  intrigue.  On  the  recom- 
mendation of  the  President,  Congress  provided  for  the  support 
of  the  school,  giving  at  first  $3,000  a  year,  and  later  $2,000  a 
month.  While  this  is  only  a  small  part  of  the  great  debt  which 
with  long  accumulated  interest  amounts  to  over  two  millions 
of  dollars,  it  is  sufficient  to  bring  the  instruction  and  equipment 
up  to  the  level  of  the  schools  of  the  times. 

More  than  forty  persons  of  recognized  aptitude  are  employed 
as  teachers  of  books ;  while  thirtv  others  teach  arts  and  trades. 


IN    THE    CITY    OF    MEXICO.  21 

Instruction  is  given  in  all  branches  of  primary  and  secondary 
studies,  as  well  as  in  various  kinds  of  work,  useful  and  orna- 
mental. In  1901  there  were  enrolled  as  pupils  seventy-eight  half- 
orphans  whose  mothers  were  living,  and  some  of  them  paying 
ten  dollars  a  month.  Sixty-two  girls  from  well-to-do  families 
were  paying  eighteen  dollars  a  month.  Fifty-five  pupils  were 
supported  by  scholarships.  Five  other  pupils  were  expecting 
scholarships.  There  were  four  hundred  and  thirty-eight  day 
pupils. 

The  food  and  care  of  the  resident  pupils  is  of  the  best,  wheth- 
er they  are  supported  by  scholarships,  or  pay  the  required  fees. 
The  scholarships  are  given  to  the  poorest  and  most  deserving 
girls  without  distinction  of  nationality,  unless,  as  rarely  happens, 
the  applicant  be  a  descendant  of  the  Basques.  The  original  idea 
of  religious  freedom  is  still  respected. 

The  first  stone  of  the  building  was  laid  in  1734.  Six  gen- 
erations have  passed  through  the  halls  of  the  institution.  If  the 
original  founders  were  to  come  back  to  inspect  their  work  and 
its  results,  they  might  well  congratulate  themselves  that  they 
had  struggled  so  long  to  secure  lay  as  opposed  to  ecclesiastical 
control.  Otherwise  their  splendid  charity  would  have  been  for 
more  than  forty  years  in  its  grave,  instead  of  being  continued. 
improved  and  extended  as  it  is  today,  benefitting  as  many  needy 
ones  as  possible,  teaching  them  to  love  work,  and  to  seek  it 
without  fear.  The  founders  of  the  school  empowered  their 
successors  to  change,  interpret,  or  elucidate  the  fundamental 
rules  when  necessary,  "ordering  and  doing  it  with  that  sobriety, 
maturity  and  consultation,  which  is  customary  in  order  to  attain 
holy  ends,  the  greater  honor  and  glory  of  God." 


V. 

The  Children's  Home. 

("El  Hospicio  de  Ninos.") 

The  Home  of  the  Poor,  "El  Hospicio  de  Pobres,"  was  the 
original  name  employed  until  1905  to  designate  an  enduring  char- 
ity, founded  in  1760,  which  has  survived  the  changes  of  time  and 
fortune  for  one  hundred  and  forty-six  years;  and  today  holds 
a  strong  place  in  the  hearts  of  the  benevolent  and  sympathetic 
people  of  Mexico. 

The  term  Hospicio  is  a  general  name  for  charitable  estab- 
lishments, where  the  poor  find  shelter  and  sustenance,  where  work 
is  given  to  those  who  can  labor,  and  education  to  those  who  need 
it.  The  Home  was  founded  by  the  Bishop,  Dr.  Don  Fernando 
Ortiz  Cortez. 

The  original  building  was  begun  Sept.  12,  1763,  and  finished 
Dec.  16,  1768,  and  opened  to  the  public  March  19,  1774,  when 
a  period  of  eight  days  was  set  for  the  poor  of  both  sexes  to  <. 
assemble,  or  be  gathered  in  by  the  police.  The  place  proved  in- 
adequate for  the  large  numbers  admitted.  Within  a  few  months 
the  Viceroy,  Bucareli,  gave  other  buildings  and  adjacent  ground, 
on  which  were  erected  apartments  for  a  maternity  home  called 
San  Carlos  Hospital,  where  a  medical  certificate  gained  admis- 
sion; and  no  questions  were  asked. 

There  are  a  few  notable  events  in  the  history  of  this  Home. 

All  the  old  edifices,  vast  and  spacious  as  they  were,  had  grave 
defects.  The  science  of  hygeine  was  unknown  at  the  time  of 
their  construction ;  and  the  promiscuous  association  of  the  sick 
and  poor  of  all  classes  was  disastrous  physically  and  morally. 
After  the  most  primitive  fashion  dependent  children  were  asso- 
ciated with  delinquents,  the  well-behaved  with  the  vicious.     To  ' 


IN    THE     CITY    OF     MEXICO.  23 

correct  this  evil  a  rich  miner,  Francisco  Zuniga,  a  Captain  of 
Provincial  Dragoons,  provided  $400,000  for  the  building  of  an 
annex  for  boys  needing  reformation.  To  remove  all  stigma  the 
name  "Patriotic  School"  vv^as  given  to  the  institution;  and  en- 
trance therein  was  made  a  mark  of  honor  instead  of  disgrace. 
Captain  Zuniga  died  before  his  project  was  consummated ;  but  in 
his  will  he  left  an  endowment  of  $250,000.00  and  a  third  share 
of  the  profits  from  his  various  mines  to  educate  poor  orphans, 
and  give  them  a  trade,  which  would  make  them  useful  to  them- 
selves and  to  the  State.  This  may  be  called  the  beginning  of 
The  Industrial  School  and  of  the  Reform  School  in  Mexico. 
The  new  department  was  opened  June  1,  1806.  The  founder  of 
this  school  is  also  said  to  have  deposited  $500,000.00  in  the 
Royal  Treasury,  on  which  the  government  agreed  to  pay  3%,  for 
the  care  of  the  destitute.  His  name  and  fame  are  secure  in  the 
hearts  of  the  Mexican  people. 

In  1843  Colonel  Don  Mariano  Ayllon  established  a  linen  fac- 
tory in  the  Hospicio.  One  hundred  and  fifty  spinning  wheels  were 
put  in  use  and  the  boys  and  girls  .soon  learned  to  make  canvas, 
sailcloth  and  sheeting  of  good  quality. 

Don  Francisco  Fagoaga  is  entitled  to  grateful  memory  for 
a  gift  of  $45,000.00  for  repairs  to  the  building  occasioned  by 
the  destructive  earthquake  of  April  7,  1845. 

The  maternity  department  of  the  institution  was  sadly  neg- 
lected until  it  was  rebuilt  and  refurnished  in  1806  by  the  unhappy 
Carlota.  The  name  was  changed  from  San  Carlos  Hospital  to 
"Lying  in  Hospital  and  Asylum  for  Infants,"  although  it  was 
still  a  department  of  the  Home  for  the  Poor.  Isolating  wards 
were  provided  for  boys  and  girls  suffering  from  contagious  di- 
seases. Separate  rooms  and  wards  for  confinement  cases  were 
added,  and  also  for  convalescents. 

The  establishment  was  governed  and  sustained  at  first  by 
a  royal  board  made  up  of  the  principal  dignitaries  of  the  city. 
In  1863  the  Empress  Carlota  placed  the  institution  in  the  hands 
of  the  Sisters  of  Charity.  After  Maximilian's  death  the  City 
Council  controlled  it  until  Jan.  23,  1877,  when  the  entire  property 


24 


CHARITIES   FOR   CHILDREN 


was  transferred  to  to  the  Board  of  Public  Beneficence  and  put 
in  charge  of  the  Secretary  of  the  Government.  It  is  generously 
supported  from  the  Federal  Treasury,  making  up  for  the  loss 
of  the  splendid  endowment  which  had  long  since  vanished.  In 
May  1882  all  the  old  ladies  of  the  establishment  were  transferred 
to  the  Asylum  for  Beggars. 


The  Alameda — Mexico's  Fashionable  Park. 

The  old  building  was  erected  in  a  miserable,  deserted  place, 
which  became  with  the  lapse  of  time  and  the  growth  of  popula- 
tion one  of  the  most  desirable  sites  in  a  crowded  and  fashionable 
part  of  the  City,  near  the  Alameda. 


IN     THE     CITY     OF     MEXICO.  25 

On  account  of  excellent  care,  large  apartments,  dormi- 
tories, gardens,  courts,  and  baths,  together  with  comfortable 
clothing,  well-cooked  food,  and  the  observance  of  such  sanitary 
regulations  as  were  possible,  an  epidemic  rarely  invaded  the 
school  and  there  was  an  average  of  only  two  per  cent,  of  unim- 
portant sickness. 

The  Chief  Executive,  comprehending  that  the  fashionable 
centre  of  the  city  was  far  from  being  an  ideal  location,  ordered 
the  purchase  of  new  grounds  and  the  erection  of  new  buildings 
about  two  and  one-half  miles  south  of  the  National  Palace. 
Five  years  were  consumed  in  the  construction  of  the  new  plant 
which  occupies  eleven  and  a  half  acres  of  ground  on  the  Electric 
line  to  Tlalpam.  The  buildings  are  fire  proof,  and  combine  sim- 
plicity and  solidity  with  beauty,  grace  and  perfect  adaptation 
to  their  purpose  fitly  representing  the  culture  and  progress  of 
Mexico. 

On  the  seventh  of  September  1905  Senor  Don  Porfirio  Diaz, 
the  distinguished  President  of  the  Republic,  "in  developing  his 
general  plan  for  the  enlargement  and  improvement  of  Public 
Beneficence"  had  the  pleasure  of  opening  this  new  and  splendid 
edifice  for  the  care  and  education  of  boys  and  girls,  who  through 
poverty  or  misfortune  have  become  the  adopted  children  of  the 
Nation. 

The  ground  occupied  by  the  new  Hospice  contains  ample 
area  for  homes,  schools,  gardens,  shops,  offices  and  recreation 
grounds,  with  abundant  sunshine  and  pure  air  all  around. 

In  the  central  front  of  the  grounds  is  a  spacious  court  of 
honor  planted  with  trees  and  flowers,  making  an  elegant  English 
park,  on  opposite  sides  of  which  stand  the  boys'  and  girls'  schools 
respectively  facing  the  avenue.  A  stately  corridor  in  the  rear 
connects  them  with  the  main  administration  building  which  oc- 
cupies a  focal  position  in  the  extensive  plant.  This  building 
contains  a  grand  memorial  staircase  leading  to  the  official  de- 
partments and  public  halls  to  which  the  pupils  go  only  for  the  an- 
nual distribution  of  premiums.  In  the  same  building  are  the 
living  rooms  of  the  officers  in  charge,  with  offices  and  reception 


26 


CHARITIES   FOR   CHILDREN 


rooms.  Back  of  these  are  the  dining  rooms.  The  large  and  well 
appointed  kitchen  and  its  subsidiary  rooms  are  further  back  and 
provided  with  dishes,  utensils  and  stores  for  the  proper  care  of 
upwards  of  twelve  hundred  people  connected  with  the  Home. 

On  the  opposite  side  of  the  administration  building  are  the 
boys'  and  girls'  departments  constructed  on  the  same  general 
plan.  There  is  a  two-story  school  building  with  a  one-story  ex- 
tension  for  caretakers'  apartments.     Back  of  these  a  series  of 


Administration  Building  of  the  New  Children's  Home. 


two-story  structures  provide  twelve  dormitories  for  girls  and 
eight  for  boys.  Each  dormitory  is  forty  metres  long  and  five 
and  a  half  metres  wide  which  gives  four  and  a  half  square  metres 
of  floor  space  and  twenty  cubic  metres  of  air  to  each  pupil.  Con- 
nected with  each  dormitory  is  an  apartment  for  a  night  guard. 


IN    THE     CITY    OF    MEXICO.  27 

The  dining  hall  for  400  boys  has  a  floor  space  of  432  square 
metres.  The  dining  hall  for  six  hundred  girls  has  a  floor  space 
of  540  square  metres.  Both  are  provided  with  an  abundance  of 
daylight,  and  both  communicate  with  their  respective  dormi- 
tories through  passageways  supplied  with  sanitary  wash  rooms. 

The  class  rooms  for  boys  are  arranged  for  forty  pupils  giv- 
ing each  one  a  metre  and  a  half  of  floor  space.  The  ceiling  is 
4^  metres  high.  The  rooms  are  lighted  by  large  windows  at 
the  left  of  the  pupil.  Each  department  has  a  large  hall  for  phys- 
ical exercises  in  bad  weather.  The  school  for  girls  has  six  reci- 
tation rooms  arranged  for  50  girls  each ;  and  the  school  for  boys 
has  eight  recitation  rooms  with  accommodations  for  400  pupils. 

The  building  is  supplied  with  modem  and  commodious  baths. 
Two  artesian  wells  supply  an  abundance  of  potable  water  which 
is  forced  to  all  parts  of  the  building  and  grounds.  There  is  a 
department  for  small  children  with  a  capacity  for  one  hundred, 
with  their  own  dining  room,  dormitories,  recreation  places,  and 
class  rooms,  with  complete  furnishings  for  kindergarden  train- 
ing. The  pure  air,  open  fields,  and  large  gardens,  are  favorable 
to  the  carrying  out  of  Froebel's  ideas. 

In  the  extreme  rear  is  a  large  and  completely  equipped  laun- 
dry, where  the  girls  do  the  work. 

Large  motors  and  dynamos  furnish  forty-two  arc  lights  and 
eight  hundred  incandescent  lamps  for  the  grounds  and  buildings. 

August  4,  1002,  there  were  241  boys  and  467  girls  making  a 
total  of  708  pupils  in  the  school.  At  the  time  for  moving  into 
the  new  Home  there  were  five  hundred  and  eighty  pupils.  The 
establishment  is -governed  by  a  matron  and  a  head  of  each  de- 
partment. Besides  sixteen  professors  there  are  seventy-nine  em- 
ployees in  various  lines  of  work. 

Abandoned  children  of  both  sexes  are  received  up  to  five 
years  of  age.  Children  of  very  poor  parents  are  received  tem- 
porarily and  children  of  bad  parents  are  committed  to  this  insti- 
tution by  the  court.  Boys  under  ten  years  and  girls  under  four- 
teen are  eligible. 


28  CHARITIES    FOR    CHILDREN 

Parents  of  the  right  sort  are  allowed  to  take  their  children 
out  for  a  visit  so  that  family  ties  are  not  broken.  Parents  of  the 
worst  sort  are  only  allowed  to  see  their  children  in  the  Home  on 
regular  visiting  days.  When  the  boys  are  twelve  years  old, 
they  are  transferred  to  the  Industrial  School  for  Orphans,  where"^ 
they  complete  their  primary  instruction  and  learn  a  trade,  unless 
placed  with  a  responsible  man  for  the  same  purpose  or  to  learn 
a  profession.  When  the  girls  reach  fifteen  years  of  age  they  are 
returned  to  their  families  if  it  is  best,  otherwise  they  remain  in 
the  Home  until  they  are  twenty-four  years  of  age,  unless  earlier 
they  are  able  to  take  care  of  themselves,  making  use  of  the  in- 
struction given  them  in  the  school.  For  such  girls  as  remain 
there  is  no  other  institution  offering  industrial  training.  Ac- 
cordingly special  shops  will  soon  be  installed  when  they  will 
have  practical  training  in  various  wage-earning  occupations  to 
prepare  them  for  self-support.  The  method  of  instruction  em- 
ployed combines  practical  with  intellectual  studies  during  the 
first  four  elementary  years,  giving  manual  training  to  the  girls, 
military  exercises  for  the  boys. 

There  will  be,  when  completed,  shop  room  for  three  hundred 
girls  where  instruction  will  be  given  in  cap  making,  dyeing, 
dress-making,  construction  of  all  kinds  of  flowers,  pasteboard 
boxes,  printing,  lithography,  photography,  and  paper  ruling, 
classes  in  drawing,  lineal,  natural,  ornamental  and  landscape. 

In  addition  to  the  studies  now  taught  several  new  ones  will 
be  added  such  as  typewriting  and  stenography.  Nothing  will  be 
omitted  which  tends  to  the  perfection  of  the  domestic  training  of 
the  girls,  the  cutting  and  making  of  clothing,  and  preparation  of 
different  kinds  of  food,  plain  and  fancy  cooking,  many  kinds  of 
needle  work,  the  use  of  sewing  and  knitting  machines,  and  all 
that  relates  to  housekeeping  and  earning  a  living — including 
weaving,  music  and  English.  When  the  girls  are 
far  enough  advanced  to  earn  something  they  are  paid  for  all  the 
good  work  they  can  do  and  they  are  taught  to  clothe  themselves 
from  their  earnings.  The  system  of  instruction  is  that  prescrib- 
ed by  law  for  the  public  schools. 


IN    THE    CITY    OF     MEXICO.  29 

Both  boys  and  girls  receive  class  instruction  in  the  gym- 
nasium. 

By  means  of  inscribed  tablets  placed  on  the  front  of  the  ad- 
ministration building,  the  National  Government  pays  homage  to 
Dr.  Don  Fernando  Ortiz  Cortez,  the  bishop  who  founded  the 
institution,  and  to  Captain  Don  Francisco  Zuniga,  who  liberally 
endowed  it.  No  better  monument  could  be  raised  to  individual 
contributors  to  the  cause  of  private  charity.  No  stronger  ar- 
gument could  be  used  to  encourage  other  men  to  devote  their 
resources  to  promote  the  general  welfare.  The  cost  of  the  new 
"Home  for  Children,"  as  it  is  now  most  fittingly  called,  was  six 
hundred  and  fifty  thousand  dollars  American  gold — equivalent 
to  one  million  three  hundred  thousand  dollars  Mexican  money. 

While  the  new  Memorial  Home  for  children  was  building 
beyond  the  old  gates  of  the  City,  a  new  and  extensive  Model 
Hospital  was  in  course  of  erection  beyond  the  southern  walls. 
The  plant  consists  of  seventy-four  distinct  buildings  erected  at 
a  cost  of  three  millions  of  Mexican  dollars  where  every  human 
ill  except  insanity  is  treated.  "The  Hospital  for  Maternity  and 
Infancy"  has  three  commodious  buildings  especially  constructed 
for  its  use,  besides  a  separate  structure  for  children  having  con- 
tagious diseases.  For  greater  convenience  a  Central  Consulting 
Station  is  maintained  on  the  old  grounds  of  the  Hospice  where 
the  poor  may  more  easily  apply  for  office  treatment,  or  be  sent 
to  the  Hospital,  if  the  case  demands.  A  school  is  provided  at 
the  Hospital  for  children  whose  ailments  do  not  prevent  study. 
Thus  in  the  few  years  of  the  reconstruction  of  Mexico  the  char- 
itable institutions  have  become  diversified  and  specific. 


VI. 

The  Foundling  Asylum. 

(Casa  de  Nifios  Expositos  Titulada,  "La  Cima.") 

A  moving  spectacle  in  the  Foundling  Asylum  is  a  large  and 
lofty  hall,  lined  with  cradles,  where  dark  Indian  women  may  be 


Foundling  Asylum — The  Nursery. 

seen  nursing  white  infants.     Many  of  the  cradles  are  richly  fur- 
nished, indicating  that  many  of  these  unfortunate  creatures  are 


•/ 


IN    THE     CITY    OF    MEXICO.  31 

children  of  high  class  women.  Soon  after  such  a  child  is  de- 
posited in  the  institution,  money,  clothing  and  other  things  not 
infrequently  arrive.  The  names  of  the  parents  may  be  disclosed, 
and  regular  payments  made. 

This  asylum  was  established  the  eleventh  of  January,  1767,  ^ 
by  the  most  illustrious  Francisco  Antonio  Lorenzana  and  Urua, 
Metropolitan  Archbishop  of  Mexico.  With  his  own  funds  he 
bought  the  building  which  is  still  occupied  by  the  institution  for 
foundlings  in  front  of  the  Merced  Market.  From  the  beginning, 
nameless  children  received  within  its  hospitable  halls  have  been 
called,  after  the  name  of  the  founder,  "Lorenzana." 

The  Asylum  is  open  to  all  children  under  four  years,  who  are     i^ 
destitute  of  the  ordinary  protection  of  a  home.     There  are  three 
classes  of  inmates, — foundlings,    dependents    and    children     for 
whom  twenty-four,  twelve  and  six  dollars  per  month  respective- 
ly are  paid.     These  last  are  sent  to  the  country  with  a  nurse. 

When  the  child  is  weaned,  and  brought  back  to  the  institution,  ^ 
the  monthly  payment  for  care  is  twelve  dollars.  The  price  is 
the  same,  if  the  friends  wish  to  keep  the  child  in  the  institution 
where  they  can  visit  it.  Many  children  of  parents  who 
stand  well  financially  and  socially,  although  unmarried,  are  sent  ■/ 
to  this  institution,  and  a  high  price  is  paid  for  their  care;  while 
the  poorer  people  obtain  essentially  the  same  benefits,  but  pay  a 
much  lower  price.  Unfortunately  some  married  people  prefer 
to  pay  an  institution  for  the  care  and  trouble  of  training  their 
children.  August  23,  1902,  there  were  in  the  Asylum  three  hun- 
dred and  twenty-four  children,  distributed  as  follows:  one 
hundred  and  seventy-four  infants;  fifty  children  between  two 
and  five  years  of  age ;  and  one  hundred  over  five  years.  Of  these 
sixty-five  were  foundlings ;  one  hundred  and  eighty-two  were  de- 
pendent; and  seventy-seven  were  boarders. 

When  a  woman  goes  to  the  Maternity  department  of  the  Asy-  v 
lum  to  avoid  scandal,  her  name  and  residence  are  recorded,  but 
not  made  public.    The  child  may  be  sent  to  the  Foundlings'  Home 
and  kept  for  her,  if  the  cost  of  maintainance  and  education  is 


32  CHARITIES   FOR   CHILDREN 

provided,  or  she  may  stay  without  expense  for  board  or  laundry 
and  nurse  her  own  child,  subject  to  the  strict  rules  of  the  house. 
In  the  month  of  July,  1902,  seventy  children  were  born  in  the 
Asylum.  Eight  of  these  were  still  births,  five  infants  died  while 
their  mothers  were  still  confined  to  their  beds,  four  of  the  number 
were  transferred  to  the  department  for  foundlings. 

Children  are  received  by  the  lady  Rector  at  any  hour,  day  or 
night.  She  records  their  age  and  condition  and  the  name  and 
residence  of  the  persons  presenting  them.  The  house  physician 
immediately  weighs  and  measures  them,  and  records  in  a  spe- 
cially numbered  book  the  date  of  each  child's  reception,  its  name 
if  any,  the  color  of  its  skin,  hair  and  eyes,  and  any  special  marks, 
or  other  data,  which  may  serve  for  identification.  He  also 
records  the  name  and  residence  of  the  person  bringing  the  child. 

Once  enrolled,  the  child  belongs  to  the  establishment,  unless 
reclaimed  by  parents  or  friends  who  have  paid  for  its  maintain- 
ance.  No  child  will  be  transferred  to  any  person  who  is  unable 
to  care  for  and  educate  it. 

The  Home  employs  a  teacher  for  young  children,  and  two 
teachers  who  hold  first  year  certificates.  All  the  children  be- 
tween four  and  ten  years  old  are  obliged  to  attend  the  classes, 
and  have  the  same  studies  and  examinations  as  the  children 
in  the  public  schools.  At  the  age  of  ten,  boys  are  either  ''placed 
out"  or  transferred  to  some  other  State  institution.  Whenever 
a  boy  or  girl  shows  notable  intellectual  capacity,  he,  or  she,  is 
advanced  to  one  of  the  National  Schools,  where  a  literary  career 
may  be  followed. 

The  girls,  besides  performing  the  manual  labor  required  in 
the  public  schools,  are  taught  to  cut  garments,  and  are  trained 
in  all  ordinary  domestic  duties,  such  as  sewing,  washing,  ironing 
and  cleaning.  Those  who  show  special  talent  for  music  are 
taught  to  play  instruments,  and  may  be  sent  to  the  National  Con- 
servatory of  Music.  All  the  children  are  compelled  to  attend 
the  classes  in  the  choral  singing,  and  gymnastics. 

The  parents  and  friends  are  allowed  to  visit  the  children  or^^e 
a  week,  or  oftener  by  special  permission.     But  if  they  fail  to  pay 


IN    THE     CITY    OF    MEXICO.  33 

the  monthly  allowance  agreed  upon,  and  fail  to  visit  the  children 
for  two  years,  without  an  acceptable  excuse,  the  child  is  consid- 
ered abandoned;  and,  as  in  the  case  of  foundlings,  the  Director 
may  allow  some  one  to  adopt  it,  but  always  under  agreement  to 
keep  the  child,  perform  the  duties  of  a  parent,  and  make  the  child. 
"which  has  been  freely  and  spontaneously  adopted,"  a  lawful  heir. 
This  contract  is  made  in  duplicate,  with  all  the  formalities  of  law, 
and  signed  by  the  Director,  by  the  adoptor,  by  a  surety,  and  by 
two  witnesses  present.  Whenever,  on  account  of  accident,  neith- 
er the  adoptor  nor  the  surety  is  able  further  to  satisfy  the  terms 
of  the  contract,  the  child  may  be  returned  to  the  Asylum.  If 
the  adopted  child  dies,  the  adoptor  is  bound,  equally  with  the 
surety,  to  notify  the  Director  of  the  Asylum,  accompanying  the 
notice  with  proper  documents. 

Within  the  institution  there  are  four  separate  halls: 
one  for  nursing  children  of  both  sexes,  another  for  nursing 
children  from  two  to  five  years  of  age  of  both  sexes,  and  two 
for  children  over  five  years,  when  the  boys  and  girls  have  sepa- 
rate halls.  The  boys  and  girls  from  two  to  five  years  of  age 
are  under  the  care  of  girls  of  the  house,  appointed  by  the  Lady 
Rector.  There  is  one  girl  for  each  ten  children,  all  being  di- 
rected and  taught  by  a  care-taker  who  is  paid  a  monthly  wage, 
and,  if  possible,  is  also  a  "daughter  of  the  house."  The  same 
plan  is  followed  in  the  halls  set  apart  for  boys  and  girls  of  more 
than  five  years  of  age.  The  care-takers  in  the  halls  for  boys 
must  be  boys,  who  have  charge  of  the  order  and  cleanliness  of 
the  department  confided  to  them.  It  is  their  duty  to  see  that  the 
younger  boys  wash  themselves,  clean  their  domiitories  daily, 
and  take  their  turn  in  the  classes  for  instruction,  or  in  the  shops. 
Employees  are  not  allowed  to  inflict  painful  or  humiliating  pun- 
ishment upon  the  children.  The  Director  may  offer  prizes  to 
encourage  them  to  do  their  best,  in  the  school  or  shop.  But  the 
foundlings  who  show  bad  inclinations,  or  perverted  instincts, 
and  are  disobedient  to  disciplinary,  counsels,  may  be  transferred, 
with  the  consent  of  the  Secretary  of  the  Government,  to  a  cor- 
rectional establishment,  thereby  losing  all  right  to  share  in  the 


34  CHARITIES   FOR    CHILDREN 

dowry  fund  of  the  institution.  Dependent  and  boarding  pupils 
who  merit  similar  punishment  are  returned  to  their  friends,  or 
are  sent  to  a  correctional  school. 

During  the  Colonial  period  the  institution  was  under  eccle- 
siastical control ;  but  since  the  Independence  it  has  been  managed 
by  the  National  Government,  which  pays  all  bills  in  excess  of  the   V 
institution's  own  income  from  rentals  and  from  paying  inmates. 

The  work  of  the  institution  is  in  charge  of  a  man  Director,  a 
lady  Rector,  a  lady  Curator,  a  teacher  of  young  children,  a 
primary  teacher  and  assistant,  a  teacher  of  sewing,  a  teacher  of 
choral  singing  and  gymnasium,  a  doctor,  a  pharmacist,  a  photo- 
grapher, a  clerk,  a  bookkeeper,  two  watchmen,  six  lady  wardens, 
a  trained  nurse,  a  woman  in  charge  of  clothing,  and  twenty-five, 
servants. 

Every  nursing  child  has  its  own  nurse,  who  is  under  the 
watch-care  of  a  lady  warden ;  and  she  is  under  the  vigilance  of 
the  Lady  Rector.     All  are  under  the  care  of  the  house  physician. 

The  disasters  resulting  from  chance  employment  of  wet- 
nurses  led  the  authorities  of  the  institution  to  create  a  Department 
of  Inspection  from  which  they  are  able  to  provide  for  their  own 
needs  and  to  meet  an  ever-growing  public  demand  for  qualified 
nurses.  The  Department  is  provided  with  a  Medical  Inspector 
and  Assistant,  and  has  one  or  two  messengers  provided  with 
bicycles.  The  Medical  Inspectors  are  in  their  office  every  day,  from 
seven  to  ten  a.  m.,  and  from  five  to  seven  p.  m.,  to  receive  all 
nurses  who  come  seeking  a  situation,  and  to  record  their  names, 
ages,  places  of  residence,  the  date  of  birth  of  their  children,  the 
condition  of  their  circulation,  respiration,  and  general  nervous 
and  sanitary  condition.  They  record  signs  of  previous  sickness, 
or  marks  of  general  infirmities,  analyze  the  milk,  taking  account 
of  its  color,  abundance,  chemical  reaction,  density,  richness  in 
butter-fat,  sugar,  albuminoids,  etc.,  and  make  a  microscopical 
examination  of  its  elements. 

From  those  who  are  examined,  lists  are  prepared  in  three 
different  colors  of  ink,  according  to  their  general  appearance 
and  constitution,  and  the  quality  of  their  milk.     So  thoroughly 


TN    THE     CITY    OF     MEXICO.  35 

is  this  work  done  that  many  wealthy  and  aristocratic  famihes 
patronize  this  agency. 

The  medical  inspector  also  keeps  a  register  of  sick,  or  unqual- 
ified applicants  for  nursing,  specifying  the  sickness,  or  cause  of 
disqualification.  He  must  prepare  statistical  tables,  showing  the 
diseases  which  have  caused  the  death  of  children,  both  in  the 
country,  and  in  the  institution,  so  that  from  these  data  investiga- 
tions may  be  made,  for  the  purpose  of  avoiding  or  combating 
the  diseases.  He  is  to  furnish  the  Supreme  Council  of  Health 
with  required  data ;  advise  the  Director  of  the  institution  of 
measures  which  he  judges  will  conduce  to  the  public  benefit;  and 
if  possible,  install  a  department  for  the  preparation  of  artificial 
food.  For  this  purpose  he  is  provided  with  the  necessary  appa- 
ratus for  sterilizing  and  making  a  minute  comparative  study  of 
the  milk  of  different  nurses,  in  order  to  make  sure  that  the  arti- 
ficial food  shall  not  be  injurious  to  the  children. 

Thus  the  Home  for  Foundlings,  which  was  intended  as  a 
charity  for  the  outcasts,  has  come  to  be  a  scientific  laboratory 
through  which  the  homes  of  the  people  are  being  benefitted. 

As  already  indicated,  some  children  remain  in  the  institution ; 
others  are  sent  to  the  country  in  care  of  nurses,  whose  health 
and  good  conduct  are  respectively  accredited  in  the  first  instance 
by  the  physician  and  political  authority  of  the  place  in  which 
each  woman  resides.  Twice  each  month  the  Medical  Inspector 
accompanies  the  Director  of  the  institution  on  a  visit  to  all  the 
nurses  employed  by  them  in  the  country,  to  determine  who  shall 
be  continued  in  service,  and  what  children  are  to  be  returned  to 
the  institution.  The  country  nurses  are  also  obliged  to  come 
to  the  institution  every  fortnight  with  the  children  entrusted  to 
them  for  general  inspection,  and  to  receive  their  wages.  Every 
child  not  found  in  good  condition  may  be  assigned  to  a  new 
nurse  or  may  remain  in  the  house,  as  the  Doctor  thinks  best. 
All  children  are  returned  to  the  institution  when  they  are  weaned. 
Sick  children  must  be  brought  to  the  institution  for  treatment. 
If  any  child  is  brought  back  dead  and  the  explanation  is  not 


36 


CHARITIES   FOR   CHILDREN 


satisfactory,  the  body  of  the  child,  and  the  nursing  woman  are 
turned  over  to  the  competent  authorities  for  investigation. 

All  foundlings  are  considered  the  true  and  legitimate  children 
of  the  Home.  Accordingly  a  dowry  fund  has  been  created  for 
all  who  leave  the  institution  with  a  good  record.  This  fund  comes 
from  fees  charged  for  the  inspection  of  nurses,  and  from  volun- 
tary gifts  of  visitors.  For  this  purpose  a  box  marked  "Dowry 
Fund  for  Foundlings"  is  placed  to  catch  the  visitors  eye.  These 
amounts  are  deposited  with  the  Treasurer  of  the  Department  of 
Beneficence,  who  keeps  an  itemized  account,  and  credits  to  each 
foundling,  at  the  close  of  the  year,  an  equal  share  of  the  fund. 
Children  adopted  by  a  family,  or  sent  to  a  "house  of  correction," 
lose  all  right  to  this  fund,  and  their  share  is  distributed  to  the 
credit  of  the  other  members  of  the  institution  enrolled  during  that 
year.  As  all .  boys  whether  good  or  bad  are  either  adopted  or 
transferred  by  the  time  they  reach  ten  years  of  age,  only  the  girls, 
who,  for  any  reason  have  not  been  adopted  and  are  allowed  to 
remain  in  the  institution  until  they  reach  the  age  of  twenty-one, 
are  beneficiaries  of  this  fund. 


Entrance  to  the  Park. 


VII. 

The  Industrial  School  for  Orphans. 

("La  Escuela  Industrial  de  Huerfanos.") 

For  many  years  The  Home  for  the  Poo/  was  used  indiscrim- 
inately for  the  indigent  classes,  whether  young  or  old.  Young 
delinquents  were  sent  to  prison  in  company  with  hardened  crim- 
inals. A  change  came  in  184-1  when  a  few  benevolent  citizens 
determined  to  establish  a  Correctional  School.  A  department  in 
The  Home  for  the  Poor  was  set  apart  for  the  purpose.  But  the 
necessity  of  separating  these  institutions  and  of  separating  good 
boys  from  bad  was  felt.  In  1850  workshops  for  the  older  boys 
were  provided  and  called  the  "San  Antonio  Correctional 
School."  In  1877  the  workshops  were  all  removed  to  the  suburb 
of  Santiago ;  and  all  boys  over  ten  years  of  age  were  transferred 
to  that  institution,  which  was  thought  of  as  an  industrial  institu- 
tion mainly. 

Young  delinquents  were  required  to  be  sent  first  to  the  Boy's 
Ward  in  the  Home  for  the  Poor,  and  later,  if  found  advisable, 
they  were  transferred  to  the  Correctional  School.  But  the  Board 
of  Public  Beneficence,  yielding  to  urgent  solicitations,  purchased 
and  fitted  up  a  farm  colony  at  a  convenient  distance  from  the  city ; 
and  in  1880  ninety-two  lads  undergoing  correction  at  Santiago- 
were  removed  to  this  new  place. 

By  this  change  the  delinquents  were  permanently  separated 
from  dependents.  Admission  to  the  Industrial  School  was  there- 
after determined  by  the  needs  and  merits  of  the  boys.  They  must 
be  orphans,  or  extremely  poor,  and  from  ten  to  fourteen  years 
of  age,  and  free  from  any  infirmity  that  would  injure  others,  or 
prevent  study. 

The  aim  of  the  school  is  to  provide  the  opportunity  for  phys- 


38  CHARITIES   FOR    CHILDREN 

ical  development,  primary  education  and  apprenticeship  in  some 
art  or  trade. 

No  pupil  is  allowed  to  remain  in  the  school  more  than  four 
years.  His  age  and  the  judgment  of  the  Director  may  fix  a 
shorter  period.  There  may  be  paying  pupils,  who  comply  with 
the  conditions  as  to  age  and  health.     The  regular  rate  is  $15.00, 


The  Industrial  School  for  Orphans. 

Mexican  currency,  per  month ;  but  the  Director,  in  consideration 
of  circumstances,  may  reduce  the  amount.  There  is  no  difference 
in  the  treatment  of  the  paying  pupils  and  those  admitted  free. 

The  food  supply  is  ample :  coffee  and  milk  with  rice,  beans, 
or  a  cereal  food,  and  a  piece  of  bread,  for  breakfast;  soup,  a 
thick  porridge  of  rice  or  other  cereal  food,  a  dish  of  meat,  beans, 


IN     THE     CITY     OF     MEXICO.  39 

and  two  pieces  of  bread  for  dinner;  for  supper,  milk  is  served 
with  a  salad,  beans  and  a  piece  of  bread.  The  day's  ration  is  3^2 
pounds.  The  good  cooking  is  shown  in  the  robust  and  vigorous 
appearance  of  the  children. 

All  inmates  wear  the  uniform  of  the  school.  Many  when 
they  enter  the  institution  are  almost  naked. 

At  the  time  of  this  report,  each  one  had  two  woolen,  and  two 
cotton  suits  made  from  products  of  Mexican  Mills,  also  two  un- 
der suits  of  cotton  and  a  pair  of  cloth  caps, — all  made  in  the  in- 
stitution by  the  children  at  comparatively  small  cost.  The  beds 
are  comfortably  furnished.  Each  pupils'  clothes  and  bedding  are 
numbered,  so  that  they  always  have  their  own  things.  The  boys 
require  four  pairs  of  shoes  each  year,  one  pair  of  which  is  made 
by  the  pupils  themselves,  in  the  school  shop.  The  institution  has 
an  orchestra  made  up  of  ten  stringed  instruments,  thirteen  of 
wood,  and  nineteen  of  brass. 

For  the  purpose  of  discipline,  the  three  hundred  pupils  are 
divided  into  five  companies  of  sixty  each,  and  subdivided  into 
groups  of  six,  composed  of  a  leader  and  five  comrades.  This  di- 
vision is  similar  to  that  of  the  soldiers  of  the  army,  and  is  for  the 
same  purpose,  to  secure  thorough  oversight  of  the  pupils. 

Night  Schools  for  Apprentices. 

In  order  to  carry  out  the  plan  of  giving  a  thorough  appren- 
ticeship in  different  trades,  a  beginning  was  made  by  distributing 
the  boys  in  the  different  shops  of  the  city,  while  still  giving  them 
food  and  lodging  in  the  institution,  where  they  were  taught  to 
keep  track  of  their  work,  and  to  dispose  of  their  earnings  in  such 
a  way  as  to  provide  for  their  clothing  and  other  necessities.  This 
plan  demonstrated  the  practical  need  and  feasibility  of  having 
a  school  for  apprentices  properly  equipped  by  the  Government. 
The  Director  in  his  report  of  1898  urged  this  plan  for  boys  over 
fourteen  years  of  age  so  that  after  learning  a  trade,  they  might 
go  out  for  employment  with  the  recommendation  of  the  school ; 
thus  rescuing  them  from  the  street  at  a  time  when  their  danger 


40  CHARITIES    FOR    CHILDREN 

is  great  and  they  lack  experience  to  resist  the  first  impulses  of 
passion. 

With  the  view  of  stimulating  good  conduct  the  Prefect  of 
the  school  established  at  one  time  a  table  of  honor  in  the  dining 
room.  Only  pupils  who  had  perfect  marks  for  three  consecu- 
tive weeks,  and  who  had  not  been  reproved  for  any  fault  for  a 
month,  and  who  had  been  models  in  the  performance  of  all  of 
their  duties,  were  allowed  to  sit  at  that  table.  Once  only  in  a 
year  did  any  pupil  reach  that  high  estate.  The  boy  committed 
some  fault  which  placed  him  back  in  the  company  of  his  fellow 
students. 

The  cost  of  maintaining  this  school  with  its  three  hundred 
pupils,  and  necessary  officers,  teachers  and  employees,  is  about 
forty-five  thousand  dollars  annually,  ($45,000.00)  Mexican  cur- 
rency. It  is  interesting  to  notice  the  signs  of  intelligence.  The 
annual  report  for  1897  showed  that  out  of  three  hundred  pupils 
only  thirty-six  failed  to  pass  their  examinations.  In  the  first 
grade  there  were  fifty  pupils,  thirty-seven  of  whom  passed  to  the 
second.  There  were  a  hundred  and  thirty  in  the  second  year. 
Only  twelve  were  required  to  repeat  their  year's  work.  There 
were  seventy  pupils  in  the  third  grade,  of  whom  only  nine  failed 
to  pass.  In  the  fourth  grade  there  were  fifty  pupils,  forty-eight 
of  whom  completed  satisfactorily  their  primary  studies.  The 
classes  of  the  school  went  beyond  the  requirements  of  the  program 
of  public  instruction,  especially  deserving  praise  for  their  exam- 
ples of  handiwork. 

During  the  year  the  pupils  are  taken  by  their  instructors 
on  excursions  to  various  museums  of  natural  history  and  arts, 
also  to  factories  operated  by  steam  and  to  the  open  fields — all 
giving  most  satisfactory  results. 

At  the  expiration  of  the  four  years  in  the  school  the  estab- 
lishment gives  recommendations  to  the  boys  in  order  that  they 
may  find  work,  in  commerce,  or  arts,  in  private  or  in  government 
offices.  The  school  of  Mettray,  in  France,  has  served  as  a  model 
in  establishing  this  institution. 

Pupils  are  required  to  maintain  order,  cleanliness  and  moral- 


IN     THE     CITY     OF     MEXICO.  41 

ity,  and  to  work  for  the  improvement  of  the  school  in  all  their 
relations  with  their  teachers  and  fellow  students  and  with  the  ser- 
vants of  the  institution.  Students  are  not  allowed  to  follow  any 
religious  practices  which  interfere  with  the  hours  of  labor,  nor 
at  any  time  to  engage  in  exercises  which  are  opposed  to  the  re- 
ligious faith  whicli  they  profess,  nor  is  anyone  allowed  to  influ- 
ence them  to  do  so. 

Rewards  and  Punishments. 

In  order  that  the  pupils  may  learn  to  love  their  work,  and  may 
become  addicted  to  good  habits,  the  superior  officers  of  the  school 
offer  rewards  for  progress  or  for  good  conduct  to  those  who 
distinguish  themselves  by  their  constancy  in  study,  or  in  work. 
Teachers  and  heads  of  the  shops  and  wardens  prepare  monthly 
reports  of  the  work  and  read  their  respective  grade  marks  before 
the  students. 

In  each  school  or  shop  there  is  a  roll  of  honor,  on  which  is 
written  the  first  day  of  the  month,  the  names  of  pupils  that  have 
most  distinguished  themselves  by  their  work,  improvement,  and 
good  conduct.  There  are  also  in  the  office  of  the  Director,  two 
honor  rolls,  in  which  the  names  of  the  most  deserving  students 
are  recorded. 

The  pupils  may  be  rewarded  daily  with  tickets  of  distinction 
which  have  the  value  of  one,  five,  or  twenty-five  points  of  honor. 
These  tickets  serve  to  free  the  pupil  from  light  punishments, 
which  in  the  judgment  of  his  superiors  he  deserves;  or  at  the 
end  of  the  month,  at  the  discretion  of  the  Director,  they  may  be 
exchanged  for  money,  afterdeducting  the  points  of  bad  deportment. 
Annually  there  is  a  distribution  of  premiums  consisting  of  books 
or  instruments  appropriate  to  the  art  or  study  in  which  the  pupils 
are  engaged.  These  rewards  are  distributed  by  the  Chief  Magis- 
trate of  the  Nation,  or  by  the  Secretary  of  State. 

Lack  of  application,  or  of  subordination,  or  of  cleanliness,  or 
of  morality,  is  appropriately  punished.  For  light  faults  the  supe- 
rior officer  reproves  the  pupil  in  private.  If  the  fault  is  repeated, 
or  is  serious,  besides  being  admonished  in  private,  he  receives  one 


42  CHARITIES   FOR   CHILDREN 

t 

or  more  marks  of  discredit.  If  these  means  fail  of  effect,  or 
the  fault  is  more  serious,  pupils  are  reproved  before  the  class, 
and  have  to  stand  for  fifteen  or  twenty  minutes  in  a  conspicu- 
ous place.  At  the  same  time  there  are  marked  against  him  as 
many  points  of  discredit  as  may  seem  just.  A  second  public  re- 
proval  being  required  the  pupil  is  sent  to  stand  fifteen  or  twenty 
minutes  in  some  other  department,  and  his  name  is  erased  from 
the  roll  of  honor,  until  good  conduct  has  been  maintained  -for  at 
least  a  month.  A  repetition  of  the  fault,  in  spite  of  these  pun- 
ishments, or  an  offense  which  is  injurious  to  others,  or  to  the  mor- 
als of  the  institution,  is  punished  by  confinement  in  a  lighted 
room,  where  the  pupil  is  required  to  complete  some  study,  or 
manual  labor,  before  being  released.  If  the  pupil  is  contumacious 
in  committing  grave  faults,  in  spite  of  punishment,  he  is  expelled 
from  the  institution  in  the  presence  of  all  the  other  pupils  and 
teachers,  the  Prefect  indicating  the  reason  for  expulsion ;  and  he 
is  sent  to  the  Correctional  School ;  or  with  the  approval  of  the 
Secretary  of  the  Government  he  is  delivered  to  the  person  who  has 
legal  charge  of  him.  If  he  commits  any  real  crime,  he  is  placed 
immediately  at  the  disposition  of  the  ordinary  courts  of  justice. 

The  arts  and  trades  taught  in  the  institution  are  lithography, 
typography,  book-binding,  weaving,  carpentering,  tailoring,  shoe- 
making  and  work  in  tin.  The  Director  will  propose  the  open- 
ing of  new  shops,  when  he  thinks  proper. 

Military  instruction  is  given  to  improve  the  discipline  of  the 
school,  and  is  according  to  the  age  and  understanding  of  the 
pupils.  On  all  working  days,  except  Saturday,  the  pupils  rise 
at  five  in  the  morning,  from  the  15th  of  April  to  the  15th  of 
September,  and  during  the  remainder  of  the  year  at  5  :30  o'clock. 
From  that  hour  until  5  :50  a.  m.  they  are  busy  washing  and  dress- 
ing and  cleaning  the  dormitories.  For  this  latter  work  they  are 
divided  into  sections,  which  do  the  work  alternate  days.  At 
ten  minutes  to  six  they  are  ready  for  the  military  exercises, 
which  begin  promptly  at  six,  and  end  at  seven.  From  seven  to 
eig-ht,  after  twenty  minutes  recreation,  breakfast  is  served. 
From  eight  to  twelve  part  of  them  are  employed  in  the  shop 


IN    THE    CITY    OF    MEXICO.  43 

and  part  in  the  class  instruction.  At  twelve,  they  get  ready  to 
enter  the  dining  room.  After  dinner  they  have  recreation  until 
two  o'clock.  From  two  to  five  they  are  again  busy  in  the  shops 
or  classes.  From  five  to  six  those  who  are  in  the  day  classes  go 
to  the  gymnasium,  alternating  different  days  with  those  from 
the  shops.  These  latter  take  their  alternate  hour  at  drawing. 
From  six  to  eight  the  students  from  the  shops  go  to  the  night 
school;  and  the  other  pupils,  divided  into  two  groups,  attend 
alternate  days  the  classes  in  note  singing,  and  in  drawing.  From 
eight  to  nine  supper  is  served ;  after  which  they  all  go  to  the  dor- 
mitory. Pupils  who  are  learning  to  play  some  musical  instru- 
ment have  their  classes  from  six  to  seven  in  the  morning,  and 
every  third  day  from  five  to  six  in  the  afternoon. 

On  Saturdays,  until  two  o'clock,  all  the  pupils  have  the  same 
arrangement  of  time  as  on  previous  days ;  but  from  two  to  three 
they  prepare  to  go  to  the  country  for  military  exercise,  which 
lasts  until  six;  or  to  pass  inspection  of  arms,  equipment,  and 
clothing,  as  may  be  determined.  In  addition  to  this  they  pass  a 
monthly  inspection  by  the  Commissary  in  presence  of  the  Treas- 
urer of  the  Department  of  Beneficence.  Sundays  before  break- 
fast they  go  to  their  baths.  At  ten  o'clock  as  a  reward  for  appli- 
cation and  improvement  they  go  out  for  a  walk,  being  obliged 
to  return  before  six. 

At  nine  o'clock  the  students  and  their  wardens  must  be  in 
the  dormitory  and  distribute  themselves  to  their  beds  in  the 
order  occupied  in  their  companies.  Fifteen  minutes  later,. 
every  student  must  be  in  his  separate  bed,  and  keep  perfect 
silence.  The  dormitories  are  kept  conveniently  lighted,  for 
oversight  during  the  night. 

There  is  a  regular  doorkeeper  who  opens  the  outside  door 
at  the  hour  the  students  arrive  in  the  morning,  and  locks  it  again 
at  nine  o'clock  at  night,  and  delivers  the  key  to  the  Prefect;  so 
that  the  door  cannot  be  opened  again  without  his  express  orders. 
He  must  have  the  order  of  the  Prefect  in  order  to  allow  students 
or  servants  to  pass  out  of  the  gate.  It  is  his  business  to  keep  for 
the  Prefect  a  list  of  the  employees  and  the  hour  they  enter  or 


44  CHARITIES    FOR    CHILDREN 

leave  the  school  daily.  Aside  from  those  who  are 
employed  in  the  establishment,  or  in  the  Department  of  Benefi- 
cence, no  one  is  allowed  to  enter  the  department  without 
permission  of  the  Director  or  Prefect.  The  doorkeeper  must  see 
that  no  clothing,  food,  or  any  other  article  goes  in  or  out, 
without  the  knowledge  of  the  Prefect,  or  his  representative.  The 
ordinary  employees  who  fail  to  do  their  duty  are  admonished 
formally,  reproved  privately,  or  fined,  not  to  exceed  the  tenth 
part  of  their  monthly  wage;  or  they  may  be  suspended,  or  dis- 
missed. Only  the  Prefect  has  the  right  to  reprove  or  dismiss 
employees  whose  pay  exceeds  five  dollars  per  month.  Only 
the  Prefect,  the  Sub-Prefect,  and  the  Steward  are  permitted 
to  have  their  families  in  the  establishment;  and  outside  of  the 
employees  who  are  obliged  to  live  in  the  school,  no  one  is  per- 
mitted in  the  institution  longer  than  is  necessary  to  attend  to 
his  duties,  and  cannot  be  given  food  nor  lodging. 

Boys  under  twelve  years  are  not  allowed  to  enter  the  shops; 
and  if  they  are  not  through  their  primary  studies  they  may  not 
enter  until  they  are  fourteen  years  old. 

Retrospect  and  Prospect, 

Before  going  further  we  must  pause  to  notice  that  we  have 
reached  an  intensely  interesting  period  in  the  history  of  Mexico. 
The  old  order  was  passing  away.  The  air  was  full  of  ozone. 
Entirely  new  and  important  charitable  schools  were  struggling 
into  existence,  to  be  followed  by  still  others,  until  the  National 
Schools  shall  be  counterbalanced  by  religious  "schools  of  corre- 
sponding high  grade,  and  strictly  conformed  to  the  Reform  Laws. 


VIII. 
The  Mexican  National  School  for  Deaf-Mutes. 

(Escuela  Nacional  de  Sordo-Mudos.) 

No  effort  has  been  spared  to  place  this  Mexican  National 
School  in  the  front  rank  among  institutions  for  deaf-mutes  in 
the  world.  Its  origin  dates  from  a  day  in  186G  when  a  foreign- 
er named  Huet  called  on  Sr.  Ignacio  Trigueros,  President  of 
the  Mexican  City  Council.  Huet  was  a  deaf-mute  who  had  been 
educated  in  Europe,  and  had  come  to  Mexico  seeking  appoint- 
ment as  director  in  a  school  for  deaf-mutes.  Finding  that  no 
such  school  existed,  he  thought  of  establishing  one.  Mr.  Tri- 
gueros had  been  cherishing  the  thought  of  giving  his  country 
a  school  for  the  blind,  and  he  took  up  Huet's  idea  with  enthu- 
siasm and  obtained  permission  from  the  City  Council  to  open  a 
school  for  deaf-mutes  in  the  old  building  of  the  College  of  St. 
Gregory.  Later  the  school  was  transferred  to  the  old  Convent 
of  Corpus  Christi.  Through  the  influence  of  Antonio  Martinez 
de  Castro,  at  that  time  Minister  of  Justice  and  of  Public  Instruc- 
tion, the  school  was  taken  under  the  protection  of  the  General 
Government,  and  placed  on  a  solid  foundation. 

Some  form  of  sign  language  is  natural,  and  has  always  ex- 
isted. In  the  sixteenth  century  Ponce  de  Leon  taught  a  deaf- 
mute  Castilian  noble  some  scheme  of  signs.  ,  A  better  system 
was  introduced  by  the  venerable  abbott  L'  Epee ;  and  society  ac- 
cepted the  responsibility  of  educating  these  unfortunates.  Mimic 
language  redeemed  the  mute  from  misery  and  ignorance.  But 
it  was  reserved  for  Julio  Tarra  of  Milan  to  restore  the  deaf-mute 
to  social  and  business  activity,  by  giving  him  the  power  of 
speech.  Tarra  determined  to  combat  muteism  and  destroy  it. 
He  did  not  wish  to  give  the  mutes  a  substitute  for  human  speech, 
but  to  teach  them  the  very  use  of  words. 

The  managers  of  the  Mexican  school  saw  that  the  pupil  must 
be  taught  the  National  language,  so  that  he  could  think,  and  ex^ 


46  CHARITIES    FOR    CHILDREN 

press  his  thoughts,  as  others  do.  Society  cannot  me  made  to 
understand  the  mute  in  a  strange  language  of  his  own.  But  the 
pupil  must  be  made  to  understand  society.  Any  other  plan 
leaves  him  isolated.  It  was  proposed  to  make  this  method  effect- 
ive for  all  pupils  of  the  Mexican  National  School.  But  the 
mimic  system  had  been  used  for  twenty  years;  and  forty  pupils 
were  taking  full  courses  in  the  old  method.  Strenuous  efforts 
were  made  to  separate  pupils  who  were  studying  different  meth- 
ods, by  giving  them  separate  dormitories  and  different  hours 
for  recreation  and  meals,  with  separate  teachers,  care-takers  and 
servants.  These  efforts  proved  ineffective.  Facility  in  the 
use    of    signs    greatly    retarded    the    acquisition  of  speech. 

But  in  spite  of  difficulties  the  oral  method  was  persisted  in, 
and  adopted  for  all  the  pupils  twenty  years  ago.  The  method 
is  called  oral,  because  the  instruction  is  communicated  by  word 
alone,  articulated,  and  read  from  the  lips.  It  is  called  perceptive, 
because  the  word  is  taught  in  the  presence  of  the  thing,  or  act, 
perceived,  or  by  recognition  of  the  words  employed.  The  method 
is  called  pure,  because  there  is  no  mixture  of  any  other  method, 
preceding  or  follow^ing,  to  attenuate,  or  complicate,  the  impression 
and  efficacy  of  the  living  word. 

The  application  of  the  method  begins  with  a  period  of  phys- 
ical preparation.  Only  children  between  nine  and  twelve  years 
are  admitted.  They  are  generally  in  precarious  health ;  and 
their  tempers  are  taciturn  and  irascible.  The  silence  in  which 
they  have  lived  has  rendered  them  suspicious.  Their  feelings 
are  harsh,  passions  strong,  bodies  weak,  minds  a  blank.  These 
defects  persist  in  them  for  a  long  time.  But  the  hygiene  and 
medicine,  proper  food  and  gentle  treatment,  little  by  little  convert 
the  sickly  and  rude  child  into  an  obedient,  attentive  and  amiable 
pupil.  Pulmonary  weakness  is  noticeable.  Their  lungs  are  al- 
most atrophied  on  account  of  the  little  use  they  have  had;  and 
they  lack  energy  for  any  exercise  whatever.  They  are  intro- 
duced to  a  spirometer  and  taught  to  blow.  A  large  and  well 
equipped  gymnasium  is  provided,  where  muscular  energies  are 
developed  to  overcome  defective  nutrition.     With  these  prepara- 


IN     THE     CITY    OF     MEXICO. 


47 


tions,  the  pupil  is  ready  to  learn  to  produce  definite  sounds. 
Some  object  is  presented  to  the  student,  and  the  teacher  directs 
attention  to  his  own  mouth,  while  he  pronounces  the  name  of 
the  thing  clearly,  distinctly  and  repeatedly,  without  requiring  the 
pupil  to  repeat  after  him.  The  purpose  is  to  provoke  natural 
imitation  in  the  pupil,  and  make  him  understand  that  these  move- 
ments of  the  lips,  teeth  and  tongue  are  what  form  the  word. 
Then  the  teacher  tries  to  excite  in  the  pupil  laughter  and  ex- 


PupiLs  IN  The  Mexican  National  School  for  Deaf-Mutes. 

clamations  of  joy  or  pain,  which  are  the  three  first  uses  of  the 
human  voice.  He  tries  to  give  the  pupil  to  understand  that  he  is 
to  emit  tone,  as  he  has  done  in  laughing,  exclaiming,  or  com- 
plaining. Special  care  is  taken  that  the  pupil  begin  with  light 
tones,  avoiding  cries  and  shouts.  This  tone,  weak  and  soft  at 
first,  is  gradually  strengthened  until  it  reaches  the  natural  qual- 


48  CHARITIES   FOR   CHILDREN 

ity.  Then  the  process  of  teaching  the  five  vowels,  the  value  of 
words  and  the  construction  of  sentences  begins. 

After  a  long  history  of  successful  work,  a  laudable  desire  to 
insure  the  greatest  possible  efficiency  in  this  National  School  de- 
termined the  sending  of  Dr.  F.  Vasquez  Gomez  to  visit  the 
schools  in  the  United  States,  where,  according  to  the  census  of 
1890,  there  were  41,283  deaf-mutes,  for  whom  were  provided, 
89  special  schools,  public  and  private,  in  which  11,054  pupils 
were  receiving  their  education.  Within  ten  years  the  number 
of  schools  had  passed  the  hundred  mark,  counting  primary,  pre- 
paratory and  superior  schools  in  the  different  States  of  the  Re- 
public and  in  the  District  of  Columbia.  Some  of  these  schools 
are  dedicated  to  higher  instruction  in  the  arts  and  sciences.  In 
his  exhaustive  report,  rendered  July  18,  1901,  Dr.  Gomez  urged 
the  use  of  the  oral  method,  either  alone  or  associated  with  the 
auricular  method  with  those  who  possess  some  degree  of  hear- 
ing, and  the  manual  method  with  those  whose  throat  construc- 
tion makes  it  impossible  to  produce  sound. 

A  special  commission,  appointed  Aug.  12,  1901,  to  examine 
the  report  of  Dr.  Gomez,  gave  as  their  opinion,  Jan.  5,  1902, 
that  it  would  not  be  convenient  to  adopt  the  auricular  method, 
nor  to  re-adopt  the  sign  language  in  the  school,  as  it  would  then 
be  necessary  to  treble  the  teaching  force  and  would  introduce 
confusion  in  the  classes.  It  was  further  agreed  that,  if  the  classes 
in  drawing  and  lithography  should  be  suppressed,  as  Dr.  Gomez 
had  recommended,  it  would  take  from  the  pupils  the  surest 
method  of  subsistence ;  since  on  account  of  their  lack  of  hearing 
and  speech  they  have  developed  a  finer  sense  of  touch  and  vision. 
On  this  account  they  are  able  to  execute  the  finest  details  in 
drawing  and  to  distinguish  shades  of  coloring  with  the  greatest 
precision.  Full  proof  of  this  is  seen  in  the  large  number  of 
graduate  pupils  now  employed  in  photography,  lithography  and 
painting,  both  in  the  Capital  and  in  the  States  of  the  Republic. 

The  course  of  study  embraces:  National  language,  arith- 
metic, object  lessons,  elementary  geometry,  geography,  book- 
keeping, drawing  and  penmanship,  gymnastics  and  horticulture. 


IN     THE     CITY    OF    MEXICO.  49 

As  far  as  possible  special  classes  are  formed  for  the  acquisition 
of  some  trade,  by  which  the  deaf-mute  may  afterwards  earn  his 
living.  Great  care  is  taken  that  whatever  is  learned  shall  be 
thoroughly  practical  and  useful.  For  this  purpose  shops  are 
maintained  in  the  school,  where  the  boys  may  become  familiar 
with  tailoring,  shoe-making  and  lithography.  Many  of  the 
students  are  being  encouraged  to  prepare  themselves  for  teach- 
ing, so  that  the  States  of  the  Republic  of  Mexico  may  open  special 
schools,  or  departments,  for  deaf-mutes  in  connection  with  their 
primary  schools.  Unless  employed  as  teachers,  at  the  conclus- 
ion of  their  studies,  they  enter  shops  outside  of  the  school ;  and 
the  special  protection  of  the  institution  ceases. 

The  school  is,  and  has  always  been,  entirely  free  from  ec- 
clesiastical control.  The  Minister  of  Justice  and  Public  Instruc- 
tion had  control  from  the  beginning  until  July  1891,  when  it 
passed  to  the  control  of  the  Minister  of  the  Interior. 

A  careful  inquiry  is  made  into  the  relationships  between  par- 
ents, and  as  to  any  fits  or  dangerous  diseases  either  they,  or  the 
child,  or  near  relatives  may  have  suffered ;  and  as  to  whether 
either  relatives  or  neighbors  had  been  mutes.  Other  questions 
relate  to  age,  temperament  and  natural  intelligence. 

These  questions  are  not  always  answered  satisfactorily;  but 
the  present  conclusion  is  that  muteism  is  mainly  due  to  the  un- 
healthiness  and  consanguinity  of  parents. 

The  number  of  pupils  enrolled  is  about  sixty,  one-fourth  of 
them  being  girls. 

All  the  efforts  of  the  teachers  and  government  officers  are 
amply  rewarded  by  the  joy  of  breathing  into  these  children  of 
sorrow  the  breath  of  moral  and  intellectual  life. 


IX. 

The  Mexican  National  School  for  the  Blind. 

(Escuela  Nacional  de  Ciegos.) 

After  the  school  for  the  deaf  mutes  had  been  firmly  establish- 
ed by  the  Government,  it  was  hoped  that  the  same  strong  help 
would  not  be  refused  to  those  unfortunate  beings  who  were  liv- 
ing in  perpetual  darkness.  Filled  with  this  hope,  Ignacio 
Trigueros  redoubled  his  efforts  to  establish  a  school  for  them. 
The  first  difficulty  was  to  find  a  teacher.  He  wrote  to  New  York 
to  secure  one. 

Those  who  offered  themselves  imposed  impossible  conditions. 
The  philanthropist  found  himself  obliged,  either  to  give  up  the 
idea  or  to  learn  for  himself  the  method,  and  become  the  teacher. 
He  knew  of  a  blind  man  who  had  died  leaving  some  books  and 
writing  apparatus.  Mr.  Trigueros  called  on  the  family  and  found 
them  glad  to  aid  him.  He  returned  from  his  visit  carry- 
ing under  his  arm  the  appliances  with  which  he  hoped  to  give 
light  to  the  blind.  He  entered  immediately  upon  his  studies  and 
sought  his  first  pupil,  who  soon  surpassed  his  master  in  rapid 
reading  and  writing. 

He  had  type  made  with  raised  points.  Later  he  ordered 
from  Europe  books  of  instruction  and  apparatus  employed  in 
arithmetical  operations. 

At  last  the  indefatigable  Trigueros  found  himself  possessed  of 
a  few  books  for  the  blind,  some  instruments  and  one  pupil.  A 
place  to  open  his  school  was  found  in  the  old  college  of  San 
Gregorio,  from  whose  halls  had  gone  forth  in  former  times 
men  noted  for  their  learning  and  virtues.  Later  it  had  been  an 
asylum  for  children  of  the  working  classes.  Later  still  the  School 
for  Deaf-Mutes  had  found  here  a  temporary  home.  We  may 
say  that  the  foundation  of  the  present  National  School  for  the 


IN    THE    CITY    OF    MEXICO.  51 

Blind  was  laid  in  March,  1870,  when  Mr.  Trigueros  took  pos- 
session of  some  lower  rooms  in  this  historic  structure,  and  had 
them  cleaned  and  fumished  at  his  own  expense. 

Trigueros  found  employed  in  the  Hospice  for  the  Poor  a 
man  whom  he  taught  the  elements  of  his  system,  and  who  with 
self-abnegation,  cast  in  his  fortune  with  the  new  enterprise,  and 
became  the  teacher  of  A,  B,  C's  in  the  new  school.  At  the  end 
of  1870  the  school  had  a  Director,  a  primary  teacher,  four  pupils 
and  a  few  books  and  useful  articles,  in  a  very  humble  Jonicile. 
Trigueros  continued  to  move  as  he  could,  with  the  result  that  in 
the  following  year,  with  the  help  of  the  first  Minister  of  Justice 
and  Public  Instruction,  a  part  of  the  "Old  Convent  of  Instruc- 
tion," used  at  that  time  as  a  state  prison,  was  given  by  President 
Jaurez's  government  for  the  use  of  the  school. 

Trigueros  took  possession  May  9,  1871.  With  light  hands, 
and  light  hearts,  they  moved  their  four  pupils  and  few  books  and 
apparatus  into  the  new  edifice,  which  ''seemed  to  smile  with  am- 
plitude, ventilation  and  light;"  so  much  more  agreeable  was  it 
than  the  low,  damp  and  shadowy  rooms  they  had  left.  In 
November  of  the  same  year,  the  Secretary  of  the  Government 
decreed  an  impost  upon  the  public  lotteries,  by  which  15%  of 
the  product,  (to  be  administered  by  the  Board  of  Beneficence  of 
which  Trigueros  was  then  President),  should  be  given  to  the 
School  for  the  Blind,  "for  the  purpose,"  as  was  explained  in  a 
note,  "of  making  the  co-operation,  which  the  President  of  the 
Republic  was  offering  to  this  school,  positive  and  efficacious." 

Trigueros  took  advantage  of  the  good  position  in  which  he 
was  now  placed,  and  devoted  his  attention  more  carefully  to  the 
different  establishments  for  the  needy,  and  especially  to  the  school 
organized  by  himself,  which  from  that  time  began  to  feel  the 
inspiration  of  adequate  equipment,  furniture,  implements  of  labor, 
and  instruments  of  music.  Carpenters  and  masons  came  to  make 
needed  repairs,  giving  the  air  of  elegance  to  the  building;  and 
the  teachers  began  to  receive  proper  compensation. 

Pupils  began  to  come  in,  perhaps  not  so  much  with  the  desire 
to  learn,  as  that  they  had  heard  of  a  free  boarding-school  where 


52  CHARITIES   FOR   CHILDREN 

they  should  have  good  food,  clothes  and  beds — an  accumulation 
of  benefits  undreamed  of  before. 

The  time  had  come  for  the  establishment  of  rules  and  regu- 
lations for  the  management  of  the  institution.  The  Minister  of 
Government  ordered  the  following: 

Art.  1.  This  school  shall  continue  established  in  the  part 
of  the  Ex-Convent  of  the  Antigua  Ensenanza  which  has  beet! 
given  to  it  by  the  Supreme  Government  for  this  laudable  pur- 
pose. In  it  shall  be  received  without  any  expense  whatever,  the 
children  of  both  sexes,  between  the  ages  of  8  and  10  years,  who 
are  blind  and  notably  poor,  where,  besides  receiving  general  i-rain- 
ing,  board  and  lodging,  they  shall  be  cared  for  in  the  establish- 
ment during  the  entire  period  of  their  studies,  and  attend  the 
classes  of  the  institution  free  of  charge ;  and  those  whose  friends 
are  able  to  pay  something  each  month  shall  be  admitted  to  the 
establishment,  the  payments  going  to  the  funds  of  the  institution. 

Art.  2.  The  classes  shall  be  those  which  are  already  estab- 
lished in  the  school, — classes  in  reading,  writing,  Spanish  gram-t 
mar,  arithmetic,  geogr'aphy,  geometry,  Mexican  history,  vocal 
and  instrumental  music,  and  in  the  arts  and  trades  which  are 
about  to  be  established. 

Art.  3.  The  school  shall  be  under  the  free  direction  of  Mr. 
Ignacio  Trigueros,  as  its  founder ;  and  shall  consist  of  a  professor 
and  his  assistant,  both  qualified  to  teach  boys ;  and  one  lady  pro- 
fessor and  her  assistant  qualified  to  teach  girls.  For  instruction 
in  Arts  and  Trades  the  Director  may  choose  the  persons  whom 
he  considers  best  qualified  and  fix  the  amount  of  salary  which 
they  shall  receive. 

Art.  4.  The  salaries  of  professors  and  their  assistants  and 
of  other  employees  and  the  expenses  of  the  establishment  for 
the  present  year  shall  be : 

"The  professor,  per  month,  $100.00;  his  assistant,  per  month, 
$60.00 ;  the  lady  professor,  per  month,  $100.00 ;  her  assistant,  per 
month,  $60.00;  administrator,  per  month,  $70.00;  a  cook,  per 
month,  $8.00 ;  kitchen  girl,  per  month,  $5.00 ;  current  expenses, 
per  month,  $60.00;  a  porter,  per  month,  $12.00;  chamber  maid, 


IN     THE     CITY     OF     MEXICO.  51] 

per  month,  $8.00 ;  a  care-taker  for  the  boys,  per  month,  $25.00 ; 
a  care-taker  for  the  girls,  per  month,  $25.00." 

The  total  cost  of  the  school  for  a  year  at  that  time  was, 
therefore,  $6,396.00.  This  outlay  was  probably  met  by  the 
school's  share  in  the  proceeds  of  the  lottery.  For  any  additional 
expense,  on  account  of  the  enlargement  of  the  school,  or  for  the 
purchase  of  necessary  articles,  the  Director  of  the  establishment 
was  authorized  to  call  upon  the  Minister  of  Government. 

In  1873  a  larger  body  of  professors  was  enrolled, — a  teacher 
of  brass  instruments  of  music,  one  for  the  violin,  another  for 
the  flute,  another  for  the  harp,  one  for  the  oboe,  and  fagot,  and 
bandolon.  A  teacher  of  letters  also  taught  piano  and  vocal 
nui-^ic.  Shops  were  opened  for  teaching  tailoring,  shoemak- 
ing,  printing  and  book-binding;  and  a  professor  was  appointed 
for  the  gymnasium.  All  needed  instruments,  furniture  and  ap- 
paratus were  provided.  During  the  year  a  committee  of  the 
foremost  citizens  of  Mexico  was  called  in  to  examine  the  pupils, 
and  was  much  pleased  with  the  progress  made.  A  public  distri- 
bution of  rewards  was  held  in  the  College  of  Mines  at  which  the 
President  of  the  Republic,  Mr.  Lerdo,  distributed  among  the 
pupils  according  to  their  merit.  $600.00  in  money. 

The  school  advanced  with  great  success  in  the  years  of  1873- 
4-5.  But  in  1876  the  lottery,  which  had  furnished  most  of  the 
funds,  was  suppressed.  Then  began  a  period  of  scarcity  and 
difficulty.  The  shops  had  to  be  abolished ;  and  most  of  the  teach- 
ers were  obliged  to  seek  their  living  elsewhere.  Hunger  and 
nakedness  were  staring  the  school  in  the  face.  Besides  the 
troubles  without,  there  were  dissensions  within,  until  Gen.  Diaz 
came  into  control  of  national  affairs,  and  the  School  for  the 
Blind,  instead  of  depending  upon  the  local  Board  of  Beneficence, 
became  a  national  affair,  and  its  expenses  were  included  in  the 
general  budget. 

Mr.  Antonio  Martinez  de  Castro  became  Director  for  a  short 
period.  The  former  success  of  the  school  was  surpassed.  More 
funds  were  at  the  disposition  of  the  institution.  The  year's 
budget  amounted  to  $10,500.     The  Director,  who  was  always 


54  CHARITIES   FOR   CHILDREN 

studying  the  best  way  to  bring  the  pupils  into  right  relations  with 
the  world  outside,  introduced  the  writing  machine,  with  raised 
letters  on  the  keys.  The  speed  with  which  the  blind  pupils  were 
able  to  operate  these  machines  suggested  the  possibility  of  em- 
ploying them  in  business  offices  for  direct  dictation.  A  Students' 
Musical  Club  was  formed,  resembling  somewhat  "The  Spanish 
Students'  Club"  of  times  long  passed,  when  they  wandered  in 
groups  from  town  to  town,  playing  and  singing  merry  tunes 
for  diversion,  or  for  self-support.  A  competent  teacher  was 
found  to  give  the  necessary  instruction ;  and  in  a  few  months 
these  blind  students  made  their  debut,  on  the  occasion  of  the 
birthday  of  the  Minister  of  the  Government.  They  appeared  at 
his  country  home  in  Tacubaya,  arrayed  in  picturesque  costumes. 
Standing  in  the  shade  of  the  majestic  trees  which  surrounded 
his  house,  they  filled  the  air  with  lively  songs,  which  were  warm- 
ly applauded. 

They  afterwards  visited  some  of  the  neighboring  cities,  by 
invitation  of  the  authorities,  as  a  special  attraction  for  Industrial 
Expositions,  and  were  treated  with  the  greatest  consideration, 
both  by  public  officials  and  by  private  citizens,  who  gave  them 
handsome  presents  of  money,  which  were  placed  in  the  "sav- 
ings fund"  for  students.  These  cities  also  sent  them  diplomas 
of  honor,  which  were  placed  upon  the  walls  of  the  different  class 
rooms,  with  other  diplomas  and  medals  which  had  been  won  by 
the  exhibits  of  the  students  in  Paris,  Amsterdam,  Mexico,  Vera 
Cruz,  Toluca,  and  Queretaro.  The  exhibits  consisted  of  laces, 
floor-mats  made  of  rushes  or  flags,  woven  fibres,  brushes,  print- 
ing with  points  and  raised  letters,  book-binding,  and  knitting  of 
different  kinds  with  needles  or  hooks. 

In  order  to  be  admitted  to  reside  in  the  school,  whether  by 
payment  or  on  the  free  list,  it  must  be  shown  by  certificate 
of  birth  or  baptism,  that  the  child  has  completed  seven 
years  of  age,  and  is  not  over  15.  He  must  bring  the  certificate 
of  an  accredited  physician,  showing  clearly  that  the  blindness 
is  complete  and  incurable,  that  the  child  is  not  an  epileptic,  has 
no  contagious  disease,  and  has  no  bodily  defect  which  will  in- 


IN     THE     CITY     OF     MEXICO.  55 

terfere  with  taking  the  studies  prescribed  in  the  school,  and  that 
the  applicant  has  had  small-pox,  or  still  has  the  scars  of  vaccina- 
tion. He  must  have  some  family  or  persons  residing  in  the  City 
to  make  arrangements  with  the  school,  and  to  take  charge  of 
him  during  vacations  and  days  of  festivity. 

If  the  child  is  to  be  a  free  pupil,  it  must  be  shown  that  his 
family  absolutely  lacks  funds  to  pay  his  expenses.  The  regular 
charges  are  $15.00  per  month  for  a  paying  pupil  and  he  must 
furnish  his  own  clothing.  If  he  leaves  the  school,  no  part  of  this 
amount  will  be  returned  on  account  of  the  unexpired  fraction  of 
a  month.  There  is  no  charge  for  day  pupils ;  but  those  who  take 
their  dinners  at  the  school  pay  $5.00  a  month  for  the  mid-day 
meal.  The  boarding  scholars  are  dressed  in  uniforms  "made  to 
measure."  The  day  scholars  are  permitted  to  wear  such  clothing 
as  their  circumstances  permit.  But  they  must  be  clean  and  have 
shoes  on  their  feet.  Detailed  records  are  kept  of  every  pupil,  and 
great  care  is  taken  of  his  physical  and  moral  welfare,  outside  the 
class  room  as  well  as  in,  both  day  and  night. 

Mental,  manual  and  musical  training  are  combined  in  the 
excellent  daily  routine.  At  half  past  five  in  the  morning,  dur- 
ing the  summer,  and  at  six  o'clock  during  the  winter,  the  pupils 
rise.  Most  of  them  take  a  shower  bath.  \Vhen  they  are  ready 
they  pass  to  the  dining  room  and  take  a  light  breakfast,  'i'hen  the 
boys  go  to  the  gymnasium  for  exercise,  while  the  girls  w^-Ak 
around  the  corridors.  At  8  o'clock  in  the  morning  they  all  meet 
under  the  care  of  the  warden  and  lady  prefect,  in  one  of  the  prin- 
cipal halls,  and  sing  with  indescribable  tenderness  and  pathos  the 
praise  of  the  Uncreated  Being.  Those  who  hear  in  silence  often 
experience  the  most  powerful  emotion.  This  service  has  been 
arranged  in  lieu  of  general  religious  instruction,  for  the  purpose 
of  cultivating  the  hearts  of  these  unfortunate  beings,  who  have 
never  had  vision,  or  have  lost  it  after  a  brief  time.  Thus  the 
sweet  hope  of  future  joy  and  of  glorious  light  is  held  out  before 
them.  All  sectarian  religious  instruction  is  excluded  from  gov- 
ernment schools.  After  singing,  the  l)oys  and  girls  are  conducted 
to  their  respective  class  rooms,  where  they  study  from  S  to  11; 


56  CHARITIES   FOR   CHILDREN 

from  11  to  12  they  practice  singing;  at  12  o'clock  the  girls  go  to 
their  dining  room  up  stairs,  and  the  boys  down  stairs,  for  their 
dinner,  after  which  they  pass  the  time  in  recreation  until  2 
o'clock.  From  2  until  5  o'clock  the  boys  are  in  the  shops  learn- 
ing printing,  book  binding,  tailoring,  shoemaking,  carpentering 
and  lath  making,  or  manufacturing  tobacco,  with  the  exception 
of  those  who  are  studying  languages,  either  French  or  English, 
from  4  to  5  o'clock.  The  girls  are  busy  the  three  hours  of  the 
afternoon  in  manual  labor,  including  cigar  making.  The  classes 
in  music  are  held  from  5  until  8  o'clock.  They  study  the  piano 
and  harp,  the  flute,  the  bandolon,  fagot  and  oboe,  bow  stringed 
instruments  and  brass  horns.  At  8  o'clock  they  return'to  the  din- 
ing room  for  their  supper,  after  which  they  take  some  exercise; 
and  at  9  o'clock  they  all  go  quietly  to  their  respective  dormito- 
ries. 

On  Saturday  the  program  is  changed ;  and  the  school  hours 
are  from  8  to  10.  From  10  a.  m.  to  12  m.  they  have  instruction 
in  orchestral  music ;  from  12  until  2  o'clock,  dinner  and  recrea- 
tion ;  from  5  to  7  o'clock,  moral  instruction ;  from  7  to  8  o'clock, 
bandolon. 

On  Sundays  the  boys  and  girls  go  out  for  a  walk.  Members 
of  their  families  come  for  them  in  the  morning.  Some  of  the 
larger  boys,  who  are  acquainted  with  the  city,  and  have  the  per- 
mission of  their  fathers,  or  tutors,  are  allowed  to  go  alone.  Those 
who  are  younger,  and  unacquainted  with  the  city,  and  have  no 
friends  to  take  charge  of  them,  are  accompanied  by  an  officer 
and  an  attendant,  who  take  them  out  for  an  airing. 

The  instruction  is  divided  into  primary  and  secondary,  occu- 
pying four  and  six  years  respectively.  Pupils  who  have  finished 
the  four  years  of  primary  instruction,  and  who  show  no  quali- 
fication for  the  study  of  music,  or  for  the  other  intellectual 
branches,  have  their  principal  attention  directed  to  perfecting 
themselves  in  some  trade  which  is  taught  in  the  school ;  and  they 
are  required  to  repeat  their  primary  studies. 

Those  who  are  qualified  for  the  secondary  instruction  are 
taught  thoroughly  in  grammar,  arithmetic  and  Mexican  history, 


IN    THE     CITY    OF    MEXICO.  57 

and  are  given  a  course  in  general  history  and  geography.  They 
are  taught  the  elements  of  astronomy,  and  the  rights  of  citizens. 
Those  who  have  a  taste  for  it  receive  instruction  in  the  theory 
and  practice  of  music  during  the  entire  course  of  ten  years,  and 
are  taught  the  perfect  mastery  of  some  one  musical  instrument  of 
their  own  choosing.  The  industrial  training  is  also  carried 
through  the  entire  ten  years. 

Both  public  and  private  examinations  are  held.  The  pupils 
are  strictly  graded ;  and  a  system  of  cash  prizes  is  used  to  stimu- 
late them.  The  amount  is  placed  to  the  winner's  account  in  the 
hands  of  the  administrator,  together  with  a  share  in  any  general 
gifts  which  may  be  made  to  the  pupils.  Every  pupil  has  his  in- 
dividual account  into  which  the  net  products  from  the  sales  of 
any  articles  he  has  made  are  placed  to  his  credit.  This  accumu- 
lated fund  the  pupil  takes  with  him  when  he  graduates:  or,  in 
case  of  need,  with  the  permission  of  the  Director,  he  may  draw 
any  amount  up  to  $5.00.  If  the  pupil  is  excluded  from  the  insti- 
tution for  bad  conduct,  he  loses  his  right  to  this  reserve  fund; 
and  his  portion  is  distributed  among  the  other  pupils,  unless  the 
Secretary  of  the  Government  decides  otherwise. 

Most  of  the  children  of  this  institution  come  from  the  un- 
happy and  destitute  class,  and  bear  all  the  marks  of  misery  and 
neglect.  But  the  regular  work,  good  food,  perfect  sanitary 
conditions,  with  the  high  moral  environment,  maintained  by 
ceaseless  vigilance,  soon  produce  a  perceptible  improvement  in 
the  physical  constitution  and  in  the  moral  aptitudes  of  the  pupils ; 
so  that  they  live  well  and  happy,  in  spite  of  their  misfortunes. 
Those  who  have  remained  to  complete  their  studies  are  wonder- 
fully transformed.  They  return  to  their  homes  qualified,  by 
their  habits  and  manners  and  cultivated  speech,  to  be  received 
in  the  best  society.  Their  industry,  their  skill  in  hand  labor, 
and  in  music,  for  which  they  have  a  special  predilection,  makes- 
them  attractive  as  well  as  useful  members  of  the  society  in 
which  they  live.  The  Government  may  well  be  satisfied  with 
its  work,  in  rescuing  so  many  unhappy  creatures  from  ignorance 
and  misery. 


58 


CHARITIES    FOR   CHILDREN 


The  halls  and  gardens  of  the  school  are  adorned  with  statues, 
and  the  walls  with  allegorical  paintings.  The  work-rooms,  living 
rooms,  class  rooms,  and  dormitories  are  kept  in  excellent  hygienic 
condition,  with  all  the  necessary  modern  conveniences.  A  mon- 
ument in  one  of  the  courts  is  crowned  with  a  bronze  eagle  in 
commemoration  of  the  day  when  the  school  was  placed  under 
the  protection  of  the  National  Government. 


Courtesy  of  "The  National  Lines  of  Mexico. 


General  Porfirio  Diaz^  President  of  the  Mexican  Repub- 
lic,, Protector  and  Friend  of  Charities. 


XL 

The  National  School  of  Arts  and  Trades. 

("Escuela  Nacional  de  Artes  y  Oficios.") 

This  school  was  estabhshed  in  1867  by  the  orders  of  the 
distinguished  Citizen  President,  Benito  Juarez.  The  institution 
is  under  civil  manag-ement  and  is  sustained  by  the  General  Gov- 
ernment. The  requirements  for  admission  are,  that  the  appli- 
cant should  have  completed  his  course  of  primary  instruction, 
and  be  twelve  years  of  age. 

Instruction  is  given  in  the  following  trades  and  professions: 
Carpentry,  lathe  work,  blacksmithing,  fourfdry,  stone  cutting, 
electroplating,  photography,  lithography,  typography,  and  tele- 
graphy. After  taking  these  studies  .in  the  school,  the  graduates 
are  able  to  take  positions  and  do  the  work.  Similar  schools 
in  Europe  have  served  as  models  for  this  establishment.  There 
is  as  yet  no  book  in  the  Spanish  language  which  discusses  ade- 
quately this  class  of  institution.  This  school  has  an  enrollment  of 
three  hundred,  with  an  average  attendance  of  one  hundred  and 
eighty. 

Besides  the  work  in  the  shops,  the  following  subjects  are 
studied:  Arithmetic  and  geometry,  the  first  and  second  courses 
in  mathematics ;  the  first  and  second  courses  in  mechanics ;  chem- 
istry, physics.  French,  English,  lineal,  mechanical  and  ornament- 
al drawing,  modelling  and  wood  carving,  theory  of  telegraphy, 
and  knowledge  of  electrical  and  industrial  machines. 

The  school  occupies  about  half  of* a  very  large  block  in  the 
old  convent  of  San  Lorenzo,  established  the  twenty-first  of 
November,  1598,  by  four  women  of  the  order  of  St.  Jerome  and 
two  of  the  order  of  Jesus  Mary.  One  of  them  in  her  first  noviti- 
ate, contributed  her  property  for  the  construction  of  the  build- 
ing.    The  friars  and  nuns  were  expelled  from  the  monasteries 


60 


CHARITIES   FOR   CHILDREN 


and  convents  in  February,  1863,  and  the  School  of  Arts  and 
Trades  was  organized  on  a  small  scale  in  December,  1867.  The 
old  building  was  almost  in  ruins.  It  had  been  repaired  from  time 
to  time;  but  considerable  portions  not  needed  by  the  school  re- 
main in  picturesque  dilapidation,  a  very  interesting  archeological 
relic. 


The  best  protection  society  can  give  to  young  girls,  or  to 
young  women,  is  an  education.  No  one  can  measure  the  sweep- 
ing benefits  to  all  classes  which  result  from  such  a  school  as  is 
described  in  the  next  chapter. 


Statue  of  Columbus,  on  the  Paseo  de  la  Reform a^  City 

OF  Mexico. 


The  School  of  Arts  and  Trades  for  Women. 

("La  Escuela  de  Artes  y  Oficios  Para  Mujeres,") 

This  school  is  under  the  very  intelligent  management  of  Mr. 
Zamacona,  who  was  at  one  time  minister  to  the  United  States, 
under  appointment  of  President  Lerdo.  He  is  at  present  one  of 
the  Judges  of  the  Supreme  Court  of  the  Republic  of  Mexico. 
There  is  no  printed  history  of  the  school,  or  other  matter  giving 
information  in  regard  to  it.  The  institution  was  established  in 
1871  by  President  Juarez,  and  is  sustained  by  the  General  Gov- 
ernment, a  part  of  the  "funds  for  general  education"  being  set 
aside  for  this  school.  There  is  no  revenue  produced  from  any 
work  done  in  the  school.  The  pupils  who  produce  anything  of 
value  are  allowed  to  sell  it,  and  use  the  money  for  their  own 
benefit. 

Any  girl  or  young  woman  with  reasonably  good  health  and 
good  moral  character  may  enter  the  school  and  enjoy  the  bene- 
fit of  free  instruction.  There  are  competent  teachers  giving  in- 
struction in  dress-making,  embroidery,  millinery,  and  sewing 
machine  work,  cooking,  photography,  telegraphy,  stenography, 
typewriting,  hand  lace  making,  painting,  drawing,  bookkeeping 
and  English. 

There  is  a  small  store  where  specimens  of  their  art  work 
are  left  to  be  sold.  They  are  also  exhibited  in  a  show-window 
of  the  institution.  And  the  young  ladies  seek  purchasers,  or 
take  orders  for  their  own  work.  Diplomas,  or  certificates  of 
recommendation,  are  given  to  the  girls  to  help  them  find  situa- 
tions at  the  close  of  their  school  training,  and  their  future  success 
depends  on  their  personal  ability  and  application. 

The  institution  was  established  in  the  first  place  for  the  bene- 
fit of  the  lower  class  of  women,  and  was  intended  to  teach  them 
how  to  earn  a  living,  in  the  most  humble  occupations  of  life,  such 


63 


CHARITIES   FOR    CHILDREN 


as  cooking  and  plain  sewing.  But  that  class  of  pupils  did  not 
avail  themselves  of  the  benefits  offered;  and  in  consequence  the 
school  has  changed  somewhat  to  meet  the  demands  made  upon 
it;  and  now  the  girls  belonging  to  tjie  higher  class  of  society, 
known  as  "gente  de  tapalo,"  are  taking-  advantage  of  the  school. 
Girls  of  this  class  in  former  times  were  kept  very  much  secluded 
in  the  home,  and  never  allowed  to  go  out,  except  in  company 
with  some  other  responsible  member  of  the  family.  But  now  * 
they  are  anxious  and  enthusiastic  to  enter  into  the  competitions 
of  life,  and  gain  an  honorable  living  for  themselves.  For  this 
reason  various  departments  of  instruction  have  been  changed  to 
meet  their  needs. 

During  the  school  year  of  1902  a  little  over  12-00  pupils 
were  enrolled  in  the  school.  The  average  daily  attendance  is 
a  little  over  600.  The  system  of  teaching  and  subjects  studied 
do  not  make  daily  punctual  attendance  so  necessary  as  it  is  in 
ordinary  schools. 

The  management  has  never  neglected  the  study  of  similar 
institutions  in  Europe  and  in  the  United  States,  and  keeps 
abreast  of  the  most  advanced. 


Equestrian  Statue  of  Charles  IV.  Comparable  with  that 
OF  Hadrian  in  Rome. 


XII. 
The  Laws  Relating  to  Children. 

At  this  period  a  new  and  advanced  code  of  laws  relating  to 
children  became  effective  in  the  Federal  District,  Dec.  20,  1871. 

Chapter  X.  of  the  Penal  Code  treats  of  preventive  confine- 
ment in  educational  institutions.  This  treatment  is  applied  to 
children  under  nine  years  of  age,  when  it  is  believed  necessary, 
whether  on  account  of  the  incompetency  of  those  who  have  them 
in  charge  to  give  them  an  education,  or  on  account  of  the  gravity 
of  the  offence  which  has  been  committed.  The  same  rule  ap- 
plies to  children  over  nine  and  under  fourteen  years  of  age  who 
without  discernment  have  violated  some  penal  law.  The  term 
of  the  committment  is  fixed  by  the  judge  with  the  purpose  of 
making  it  long  enough  for  the  accused  to  complete  his  primary 
education;  only  the  term  must  not  exceed  six  years. 

Neither  judges  nor  governmental  authorities  are  allowed  to 
place  in  a  correctional  establishment  for  education,  neither  are 
they  allowed  to  be  admitted  therein,  youths  who  have  been  con- 
demned on  account  of  delinquencies  committed  with  discern- 
ment. 

The  proceedings  of  inquiry  into  accusations  against 
children  under  fourteen  years  of  age  must  be  conducted  in  the 
Correctional  School,  and  not  in  the  court.  If  it  turns  out  that  the 
children  acted  knowingly  in  breaking  the  law,  they  are  transfer- 
red to  Ihe  establishment  for  penal  correction. 

In  the  cases  mentioned  above,  the  judge  who  ordered  the 
committment  may  order  the  release  whenever  by  improved  con- 
duct and  completed  education  the  person  gives  assurance  that 
he  may  be  returned  to  his  family  with  safety  to  society.  If  his 
primary  education  is  not  finished  at  the  time  of  release,  there 


64  CHARITIES   FOR   CHILDREN 

must  be  assurance  that  the  person  will  be  able  to  complete  it 
outside  of  the  institution. 

Deaf-mutes  who  break  the  penal  law,  according  to  their  age 
and  discernment,  are  sent  to  their  homes,  or  to  the  School  for 
Deaf-mutes,  for  the  time  required  to  give  them  an  education. 

The  expenses  of  preventive  confinement  are  paid  by  the 
State,  if  the  family,  or  guardians,  are  unable  to  pay. 

When  a  foolish  or  weak  minded  child,  not  being  criminally 
responsible,  commits  an  offense  he  is  sent  to  his  home  under  bonds 
sufficient  to  guarantee  the  payment  of  any  future  liabilities  which 
may  be  incurred  by  lack  of  vigilance  on  the  part  of  the  person 
in  charge  of  the  offender.  In  case  no  such  guarantees  are  given, 
or  when  the  judge  considers  that  the  interests  of  society  demand 
it,  the  person  accused  is  sent  to  the  proper  institution  with  special 
recommendation  that  vigilant  care  and  custody  be  exercised. 

Bonds  may  be  required  for  the  good  conduct  of  any  accused 
person.  A  promise  of  good  behavior  may  be  exacted  of  any 
person  whose  bad  antecedents  cause  fear  that  he  may  commit 
some  given  crime,  and  with  notification  that  if  the  crime  is 
committed,  it  will  be  treated  as  a  second  offence.  The  judge 
may  give,  publicly  or  privately,  as  he  thinks  best,  a  fatherly  ad- 
monition, advising  the  accused,  and  trying  to  have  him  see  the 
consequences  of  his  act,  inciting  him  to  amendment,  and  threat- 
ening him  with  greater  punishment  if  any  offence  is  repeated. 

Persons  may  be  placed  under  police  surveillance,  care  being 
taken  that  no  public  prejudice  result  to  the  person  watched. 

Confinement  in  an  establishment  for  penal  correction  is  ef- 
fected in  an  institution  destined  exclusively  for  that  purpose. 
Boys  over  nine  and  under  eighteeen  years  of  age  who  have  been 
delinquent  with  discernment,  while  suffering  the  penalty,  re- 
ceive moral  and  physical  education.  When  first  admitted  they 
are  kept  in  solitary  confinement  for  from  eight  to  twenty  days, 
according  to  the  gravity  of  their  offense.  After  this  period  they 
work  with  the  others,  unless  their  bad  conduct  makes  further 
solitude  necessary.     (Codigo  Penal  Capitulo  V.) 


in   the   city   of   mexico.  65 

Provisional  Liberty. 

Persons  committed  to  a  penal  correctional  establishment  for 
a  term  of  two  or  more  years,  after  keeping  up  a  standard  of 
good  conduct  for  a  period  equal  to  half  of  their  allotted  time, 
may  obtain  provisional  liberty  for  the  remainder  of  the  time, 
provided  they  have  not  only  conformed  to  the  rules  of  the  prison, 
but  give  positive  indications  of  having  acquired  habits  of  order, 
labor,  and  morality,  and  have  overcome  the  weakness,  or  passion, 
which  led  to  their  arrest.  They  must  show  that  they  have  the 
means  of  gaining  an  honest  living,  and  must  have  secured  em- 
ployment with  a  suitable  person  during  the  time  of  their  pro- 
visional liberty.  If  they  fall  into  bad  company,  or  bad  habits, 
they  may  be  recalled,     (p.  34.) 

Infanticide. 

Intentional  infanticide,  when  caused  by  an  act  or  omission 
of  the  mother,  is  punishable  with  four  years  of  imprisonment, 
provided  the  act  was  committed  to  hide  her  dishonor,  and  pro- 
vided further  that  she  did  not  have  a  bad  name,  and  that  the 
birth  had  been  kept  a  secret,  not  being  recorded  in  the  civil 
register,  and  that  the  infant  was  illegitimate.  If  these  condi- 
tions are  lacking  the  imprisonment  may  be  increased  to  eight 
years.  If  some  other  person  than  the  mother  commits  the 
crime,  eight  years  of  imprisonment  are  imposed ;  and  if  it  was  the 
act  of  a  doctor  or  professional  midwife,  the  imprisonment  is 
for  nine  years,  and  the  person  is  forever  debarred  from  practic- 
ing his  or  her  profession.     (Codigo  Penal  pp.  164-5.) 

Exposing  and  Abandoning  Children. 

Exposing  and  abandoning  a  child  under  seven  years  of  age 
in  a  solitary  place,  where  the  child's  life  is  jeopardized,  is  pun- 
ishable with  two  years  of  imprisonment  and  a  fine  of  from  fifty  to 
five  hundred  dollars,  provided  no  harm  results  to  the  child,  and 
the  crime  was  not  committed  by  some  natural  protector  of  the 
child.  The  parents  or  natural  protectors  would  be  punishable 
with  three  years  imprisonment  and  from  one  hundred  to  one 


66 


CHARITIES   FOR   CHILDREN 


thousand  dollars  fine,  and  they  lose  all  right  to  the  child's  prop- 
erty and  person.  If  the  child  suffer  wounds,  or  death,  the  crim- 
inal is  punishable  according  to  the  evident  intentions  in  the  case. 

Vagrancy. 

When  parents  or  tutors  abandon  children  under  sixteen  years 
of  age  to  dissolute  company,  vagrancy  or  begging,  they  are  pun- 
ishable with  major  arrest:  that  is,  from  one  to  eleven  months 
confinement.  A  vagrant  over  fourteen  and  under  eighteen  years 
of  age  is  punishable  with  major  arrest,  unless  bonds  be  given  for 
his  release. 


An  Aztec  Idol. 


XIII. 

Children  in  the  Asylum  for  Beggars. 

("El  Asilo  de  Meudigos.") 

One  may  object  to  the  name.  The  reason  assigned  for  it 
is  that  every  one  may  know  that  there  is  a  home  provided  for 
this  class,  and  that  persons  solicited  for  alms  may  properly  decline 
to  help  those  who  prefer  to  be  mendicants,  rather  than  have  a 
respectable  home  in  this  institution,  where  they  will  be  properly 
cared  for,  if  found  worthy. 

This  benevolent  institution  was  founded  in  1879,  as  a  private 
charity.  It  is  managed  by  a  Board  of  Directors,  who  have  the 
moral  support  of  the  municipal  authorities.  At  the  beginning  of 
their  history  the  City  Council  gave  them  $2,000.  One-half  of 
which  was  used  to  purchase  property.  The  other  half  was  applied 
to  adapt  the  building  to  its  new  use  and  to  buy  beds  and 
other  furnishings.  To  the  original  lot,  a  larger  one  was  added, 
until  the  property  measured  a  hundred  meters  in  length,  by  sixty 
in  depth.  And  to  the  very  humble  building,  originally  bought 
for  the  establishment,  there  were  added,  little  by  little,  ample  de- 
partments, and  all  that  was  necessary  to  accommodate  350 
inmates.  So  that  at  the  beginning  of  the  year  1900,  the  institu- 
tion had  fourteen  dormitories,  4  dining  rooms,  3  schools,  and  a 
carpenter  shop  for  the  work  required  in  the  institution  itself. 
There  is  also  a  shoe  shop,  in  which  the  shoes  for  the  inmates  are 
made,  and  some  are  sold  to  the  public.  There  is  a  large  kitchen, 
where  food  for  five  hundred  inmates  could  be  prepared  and  anoth- 
er kitchen  where  the  girls  of  the  institution  leam  to  cook.  There 
are,  besides,  a  dispensary,  wash-rooms,  and  courts  for  work  and 
for  recreation,  with  gardens  sufficiently  ample,  small  dwelling 
places  for  employees,  a  good  sized  hall  for  meetings  of  the 
Board,  and  a  neat  little  Chapel,  which  is  also  used  as  a  place  of 


68  eHARITIES   FOR   CHILDREN 

worship  by  the  neighborhood.  This  Chapel,  modest  and  simple 
in  its  construction,  is  the  pride  of  the  asylum. 

On  Sept.  1,  1897,  the  asylum  had  172  old  people,  and  a  hun- 
dred and  seventy-seven  boys  and  girls.  The  eld  people  li\'e  here, 
resting  from  their  bitter  toils  and  are  not  obliged  to  do  even 
the  work  of  cleaning  up  the  department,  unless  their  age  and 
health  permit. 

The  boys,  who  are  educated  sufficiently,  work  in  the  shops; 
and  the  younger  boys  study  in  the  schools  of  the  establishment, 
following  the  program  of  instruction  of  the  public  schools,  and 
are  examined  by  some  one  appointed  by  the  Director  General 
of  Primary  Instruction.  Their  studies  occupy  four  years.  They 
are  instructed  in  the  Catholic  religion,  in  English,  in  French,  and 
in  choral  music.  In  the  latter  classes  200  boys  and  girls  take 
part.  Day  pupils  are  also  received,  the  very  poor  being  given 
their  dinners  at  noon.  The  teachers  are  Sisters  of  the  Order  of 
Josefina.  The  classes  in  languages  and  music  are  in  charge  of 
men.     The  instruction  in  religion  is  given  by  the  Chaplaitu 

Neither  the  old  nor  young  lack  for  anything  needful.  The 
establishment  has  made  progress  in  material  things,  and  has 
maintained  healthful  conditions,  both  physically  and  morally. 

A  published  list  of  the  names  of  children  placed  out  shows 
that  between  December  1888  and  March  1897,  14  boys  were 
adopted  by  families,  or  placed  out  at  service.  And  between 
October  1880,  and  January  1900,  45  girls  were  so  placed.  Other 
girls  were  taken  by  their  friends  and  placed  in  families. 

One  cannot  help  remarking  that  the  number  placed  in  fami- 
lies, being  only  59  in  20  years,  is  out  of  all  proportion  to  the  num- 
ber in  the  institution.  May  we  not  hope  that  at  no  distant  day, 
the  charitable  people  of  the  world  will  make  it  impossible  to 
keep  children  in  poor  houses?  The  register  of  the  asylum,  on 
Aug.  31,  1899,  showed  161  old  people,  and  201  young  men  and 
boys. 

The  institution  received  in  two  years,  in  regular  monthly  pay- 
ments of  charitable  individuals,  $33,917.00,  and  in  different  sums 
from  different  people,     $16,532.09.     Extraordinary     donations 


IN    THE    CITY    OF    MEXICO.  69 

vere  received:  $8,553.67  from  legacies,  $808.32  from  two  bene- 
fit performances  of  Orrin's  Circus;  $42.28  from  the  Mexican 
National  Circus;  $183.47,  from  the  sale  of  things  given  to  the 
asylum;  $1,018.22,  from  charity  boxes  placed  in  churches  and 
stores;  $288.10,  for  work  done  in  the  shops.  The  institution 
encourages  the  payment  of  monthly,  or  yearly,  donations,  by 
publishing  and  circulating  the  list  of  donors. 

The  shops  of  the  Asylum  were  established  for  the  purpose 
of  apprenticing  boys  who  had  finished  their  primary  education. 
When  there  is  not  room  to  teach  them  all.  they  are  sent  to  private 
shops,  where  they  are  paid  according  to  the  work  they  do.  From 
this  money,  a  savings  bank  account  is  established,  from  which 
they  buy  clothing  and  shoes.  So,  little  by  little,  they  leani  to 
take  care  of  themselves,  and  go  out  into  the  world  to  make  their 
living.  As  a  proof  of  the  success  of  these  methods,  the  Board 
calls  attention  to  one  graduate  who  deposited  his  savings  until 
he  had  a  sufficient  sum  to  buy  land  in  a  desirable  suburb  and 
trying  to  earn  money  to  build  a  house  there. 

Another  case  mentioned  for  the  encouragement  of  subscrib- 
ers is  that  of  two  orphans,  children  of  a  notable  Mexican  sculptor, 
who  died  poor  and  bereft  of  reason.  One  of  the  children,  a  boy 
of  14,  after  educating  himself  in  the  asylum,  showed  an  intense 
desire  to  study  for  the  priesthood,  and  was  admitted  to  the 
Seminary,  by  special  permission  of  the  Archbishop.  His  sister 
is  being  educated  in  the  College  of  Josefina. 

The  asylum  founded  in  1879,  in  pain  and  sorrow,  has  now 
recorded  in  its  history  many  noble  results  of  its  charitable  enter- 
prise. In  May,  1882,  at  the  solicitation  of  the  Secretary  of  the 
Government,  all  the  old  ladies  from  the  Hospicio  de  Pobres 
were  received  into  this  institution.  Out  of  1063  boys  and  girls 
received  into  the  institution,  196  have  concluded  their  primary 
education  and  passed  to  the  shops,  or  to  service  in  families. 
Others  were  taken  away  by  their  relatives;  and  a  few  ran  away 
from  the  establishment. 

A  peculiarity  of  this  asylum  consists  in  the  relative  liberty 
which  the  older  inmates  have  to  go  out  in  turn  every  two  weeks, 


70  CHARITIES   FOR   CHILDREN 

with  the  exception  of  Saturday,  the  day  elected  by  the  outside 
poor,  to  solicit  alms.  The  asylum,  besides  helping  the  unfortu- 
nate, attempts  to  moralize  and  educate  the  children,  and  to  find 
out  those  who  are  worthy. of  help.  Up  to  the  present  time,  no 
worthy  applicant  has  gone  without  assistance.  When  this  insti- 
tution was  established  a  thousand  beggars  were  wandering 
through  the  streets  of  the  city ;  and  in  spite  of  the  fact  that  this 
institution  is  ready  to  relieve  distress,  many  still  wander  through 
the  streets,  sure  of  the  alms  of  the  people. 

In  twenty  years  the  institution  had  furnished  2,275,570 
rations  at  a  cost  of  $229,226.14.  $99,696.01  had  been  expended 
in  buildings;  $50,377.97  had  been  expended  in  other  necessary 
things.  In  the  same  time  only  21  children  died ;  and  all  were  bur- 
ied decently,  and  prayers  are  offered  for  their  souls  in  the  Chapel 
of  the  institution,  where  three  masses  are  celebrated  on  Sundays 
and  Feast  Days,  the  expense  of  the  same  being  provided  by 
the  alms  of  the  people,  or  when  necessary,  by  the  asylum  itself. 

From  the  report  of  the  Asylum  submitted  Feb.  28,  1902,  we 
learn,  that  in  the  examinations  held  Dec,  1900,  the  examining 
officer  was  pleased  with  the  work  of  the  three  schools  of  the 
institution.  Eight  boys  and  six  girls  were  passed  to  the  shops 
of  the  asylum,  or  to  other  private  shops.  The  practice  has 
been  continued  of  receiving  boys  and  girls  as  day  pupils,  and 
of  giving  a  dinner  to  the  most  needy  of  them. 

In  the  month  of  July,  1901,  four  of  the  inmates  of  the  insti- 
tution contracted  marriage,  the  ceremony  being  performed  in 
the  Chapel  with  appropriate  formalities,  after  they  had  complied 
with  the  civil  law,  which  requires  that  a  civil  judge  shall  solem- 
nize all  marriages.  These  two  pairs  have  their  home,  which  they 
sustain  with  the  product  of  their  labor,  and  constitute  two  fami- 
lies that  will  doubtless  be  useful  to  society. 

From  the  1st  of  September,  1900,  to  the  31st  of  August,  1901, 
13  boys  went  out  from  the  institution  prepared  to  earn  their 
living  either  as  book-binder,  shoemaker,  carpenter,  pressman, 
typesetter,  or  office  clerk.  They  had  spent  an  average  of  8  8-13 
years  in  the  institution.     The  pressman  had  spent  21  years  and 


IN     THE     CITY     OF     MEXICO. 


71 


the  typesetter  14  years.  Evidently  they  had  been  useful  to  the 
institution. 

In  the  list  of  apprentices,  there  are  boys  and  old  men  learn- 
ing some  trade  in  the  shops. 

From  September  1,  1900,  to  August  31,  1901,  21  boys  and 
28  girls  were  received  into  the  institution;  37  boys  and  31  girls 
left  it.  There  were  102  boys  and  73  girls  in  the  institution  at 
the  close  of  the  year. 

The  number  of  persons  in  the  asylum  Oct.  7,  1902,  was:  In- 
valid old  men,  78 ;  boys  in  the  school.  90 ;  young  men  working  in 
the  shops,  13;  invalid  old  women,  82;  girls  in  the  school  65; 
girls  over  14  at  w'ork,  12;  total,  340. 

Mr.  Francisco  Diaz  de  Leon,  the  founder  of  the  establish- 
ment and  its  Director,  is  in  charge  of  the  Stamp  Department  of 
the  Government,  w^here  he  works  during  the  day,  but  lives  in 
the  Asylum  with  his  family,  and  looks  after  its  details,  as  a  father 
looks  after  his  children.  My  informant  on  this  point  says,  "I 
was  especially  invited  to  be  present  at  a  concert  given  on  the 
Director's  Saint's  Day.  I  was  received  by  Mr.  Diaz  de  Leon 
with  much  kindness,  and  was  given  much  information  about  the 
institution.  The  exercises  consisted  of  declamations,  dialogues 
and  songs.  The  children  that  took  part,  were  as  intelligent  and 
good  looking  as  the  children  of  the  wealthier  people  outside, 
and  took  their  part  as  well." 


Chapultepec. 


XIV. 

The  Correctional  School  for  Boys. 

("La  Escuela  Correccional.") 

The  Correctional  School  in  the  City  of  Mexico  was  establish- 
ed in  1880  by  the  Government,  at  first  as  an  agricultural  school 
outside  of  the  city ;  but  later  it  was  moved  into  the  old  Convent 
of  St.  Peter  and  St.  Paul  in  the  city,  and  has  occupied  that  posi- 
tion until  the  present  time.  Within  a  year  or  two,  the  school 
will  be  moved  to  specially  constructed  buildings  in  the  pictur- 
esque suburb  of  Tlapam.  The  institution  is  sustained  and  man- 
aged by  the  Government;  and  no  formal  religious  service  can  be 
held  within  its  walls.  Private  services  may  be  conducted  for 
thie  benefit  of  the  sick  or  dying  who  ask  for  a  priest  or  minister. 
This  rule  is  maintained,  with  but  slight  variation,  in  all  of  the 
institutions  sustained  by  the  Government.  The  mechanical  de- 
partments of  the  institution  are  generally  self-supporting.  The 
best  masters  are  secured  to  teach  practical  mechanics.  The 
things  produced  are  sold  at  prices  yielding  a  net  profit  to  the 
boys  after  deducting  cost  of  material  and  salaries  of  teachers. 

This  "ule  is  applied,  with  more  or  less  variation,  in  all  of 
the  schools  where  boys  and  girls  are  taught  to  work ;  and  they 
thus  become  producers  of  a  fund  from  which  they  draw  a  proper 
share  when  they  go  from  the  institution  to  gain  a  living  for 
themselves.  Boys  are  admitted  between  the  ages  of  fourteen 
and  eighteen  years;  but  they  are  considered  of  age  at  eighteen, 
and  are  allowed  to  leave  the  institution  no  matter  how  brief 
their  stay  there  may  have  been. 

There  are  three  classes  of  boys  in  the  institution. 

First,  there  are  boys  who  have  been  guilty  of  crimes  more 
or  less  grave,  and  have  been  sentenced  by  a  criminal  court  to 
spend  some  time  in  the  school  proportioned  to  the  gravity  of 


IN     THE     CITY    OF     MEXICO.  73 

their  offenses.  The  second  class  consists  of  boys  that  have  been 
gathered  in  from  the  streets  as  vagrants,  and  appear  to  have  no 
home.  In  the  third  class  are  boys  whose  parents  can  not  manage 
them,  and  they  are  taken  to  the  school  of  correction  to  learn 
some  useful  trade. 

The  average  number  of  all  classes  is  about  300,  divided  as 
follows:  60%  are  put  in  by  their  parents  as  boys  who  can  not 
be  managed  at  home;  about  35%  are  brought  by  policemen  as 
vagrants,  or  sneak  thieves.  The  remaining  5%  are  sentenced 
for  some  special  crime.  Thus  it  will  be  seen  that  the  number 
of  actual  criminals  in  the  school  is  always  small.  The  Governor 
of  the  Federal  District  has  charge  of  all  the  boys  in  the  insti- 
tution ;  and  within  the  law  he  disposes  of  them  in  the  manner 
that  may  appear  best  to  him.  Of  the  whole  number  received, 
about  30%  learn  some  good  trade,  and  at  the  age  of  eighteen 
go  out  to  make  their  own  living,  and  are  considered  well  reform- 
ed and  fully  capable  of  earning  an  honest  living.  The  remain- 
ing 70%  who  go  out  at  the  age  of  eighteen  years  are  not  so 
certainly  reformed,  and  not  so  competent. 

The  trades  learned  are  carpentering,  cabinet  making,  carving, 
turning,  making  models,  blacksmithing,  turning  of  metals,  brass 
founding,  tin  smithing,  brass  work  in  general,  making  saddle 
trees  and  saddles,  printing,  book  binding  and  shoe-making.  A 
part  of  each  day  is  spent  in  school  in  which  the  courses  corres- 
pond with  the  four  years  of  elementary  instruction  in  the  gov- 
ernment schools  and  are  supposed  to  be  sufficient  to  prepare 
the  inmates  for  success  in  any  of  the  mechanical  trades  which 
they  are  expected  to  learn  and  use  in  gaining  a  living  as  good 
citizens.  In  music  they  are  taught  to  play  string  and  wind  instru- 
ments. This  instruction  prepares  them  for  serving  in  the  army, 
at  theatres  and  balls,  and  in  other  places  where  good  prices  are 
paid. 

Preference  is  given  to  these  boys  when  workmen  are  needed 
on  public  buildings;  but  there  is  no  special  protection  shown 
them  after  they  leave  the  school  of  correction. 

The  managers  of  this  school  have  not  followed  any  other 
institutions  as  models,  but  have  worked  out  their  own  method 
with  the  help  of  available  literature  on  the  subject. 


XV. 

The  Mexican  Philanthropical  Society. 

("Sociedad  Filantropica  Mexicana.") 

This  Society  was  founded  January  31,  1888,  and  controls 
the  "Asilo  de  Regeneracion  e  Infancia."  (Asylum  for  the 
Regeneration  of  Wayward  Young  Women  and  for  the  Protec- 
tion of  Infancy.) 

At  the  date  of  this  report  there  were  in  the  institution  thir- 
ty women  over  fifteen  years  of  age,  and  forty-six  girls  under 
15  years  of  age.  The  officers  in  charge  are  a  lady  Director  and 
her  assistant,  two  teachers,  and  three  other  paid  workers.  The 
number  of  inmates  varies  from  week  to  week.  The  Government 
of  the  Federal  District  furnishes  the  building  and  food  for  the  in- 
stitution ;  while  the  Philantropical  Society  furnishes  clothing  and 
instruction,  and  pays  the  salaries  of  employees. 

Some  of  the  inmates  have  entered  this  institution  voluntarily 
with  a  desire  to  reform ;  some  have  been  sent  there  by  their  par- 
ents or  guardians ;  and  others  have  been  committed  by  the  Gov- 
ernor of  the  Federal  District. 

There  is  a  small  Chapel  in  which  a  priest,  called  by  the  Socie- 
ty and  appointed  by  the  Archbishop,  holds  a  weekly  service. 

A  monthly  paper,  of  eight  pages,  is  published,  entitled,  "El 
Bien  Social."  In  the  issue  of  August  1,  1902.  the  Committee 
of  Visitors  of  the  sewing  rooms  state  that  there  were  316  and 
304  persons  present,  in  halls  No.  2  and  3  respectively,  during  the 
preceding  month  of  April.  These  w^re  mostly  day  pupils.  The 
committee  of  Vigilance  of  the  asylum,  reported  that  in  the  month 
of  June,  1902,  one  child  was  received  and  one  young  woman 
ran  away,  leaving  the  actual  number  of  seventy-two  in  the 
asylum. 

A   sample   of   the  month's   expense,    is   as   follows:      Food, 


IN     THE     CITY     OF     MEXICO.  75 

$46.85.  In  the  paste  board  box  class,  $10.09 ;  fiv^e  pieces  of  mus- 
lin, $23.75;  extra  expenses,  $19.74;  charcoal,  $16.00;  vegetables, 
$25.00;  balance  for  the  previous  month,  $21.00;  total  expenses, 
$215.43. 

The  Mexican  Philanthropical  Society  was  organized  "for 
the  purpose  of  inculcating  morality  and  advancing  public  instruc- 
tion by  a  free  distribution  of  papers  and  tracts  and  by  establish- 
ing conferences  among  criminals,  laborers  and  the  ignorant 
masses."  They  also  sought  to  extend  beneficient  aid  to  the  help- 
less and  destitute  social  classes  by  founding  adequate  institutions, 
preferably  those  which  furnish  the  necessary  help  by  providing 
some  kind  of  work.  The  society  stands  ready  to  avail  itself  of 
any  means  which  give  promise  of  realizing  its  object.  The  dis- 
cussion of  political  and  religious  subjects  is  excluded  from  its 
publications. 

Rules  FOR  The  Girls'  Department. 

Young  girls  who  are  b^inning  a  career  of  vice  may  be  con- 
signed to  this  institution  by  the  Governor  of  the  Federal  Dis- 
trict. An  indispensable  requisite  for  admission  is  that  they  have 
no  contagious  disease. 

The  effort  is  to  reform  them  by  means  of  instruction  and 
labour  and  good  example.  The  greatest  care  is  given  to  their 
moral  and  industrial  training  in  order  that  they  may  know  how 
to  earn  an  honorable  living. 

Children  who  distinguish  themselves  by  their  application  or 
good  conduct  are  appropriately  rewarded. 

Whenever  the  girls  have  made  satisfactory  progress  in  their 
intellectual,  moral  and  manual  training,  the  Board  of  Directors 
of  the  Society  gives  notice  to  the  Governor  of  the  District  that 
he  may  act  in  the  case.  Members  of  the  family,  designated  by 
the  board  of  vigilance,  are  permitted  to  visit  the  children  on 
prescribed  days.  Whenever  a  girl  proves  incorrigible  and  her 
influence  pernicious,  the  case  is  reported  to  the  Governor  of  the 
District  for  suitable  action.  All  ordinary  questions  are  settled 
by  the  Board  of  Directors. 

The  resources  of  this  society  consist  of  appropriations  by 


76 


CHARITIES  FOR  CHILDREN 


the  authorities,  legacies  and  gifts  of  individuals,  the  regular 
monthly  subscriptions  of  members  and  one-half  of  the  net  pro- 
duct from  the  labors  of  inmates.  Every  two  months  the  Board 
of  Directors  designate  three  property  owners  who  act  as  a  Com- 
mittee of  Vigilance.  It  is  their  duty  to  visit  the  Refuge  at  least 
once  a  week,  and  report  once  a  month  on  the  progress  and  needs 
of  the  work,  and  decide  upon  applications  for  admission  to  the 
asylum. 

When  the  labor  of  the  inmates  produces  any  income,  it  shall 
be  divided  into  two  equal  parts,  one  for  the  benefit  of  the  Asylum ; 
the  other  is  placed  in  a  fund  for  the  immediate  benefit  of  the  in- 
mates, or  for  a  dowery  fund  when  they  leave  the  institution.  In- 
mates who  are  qualified  to  have  the  care  of  one  or  more  children, 
may  be  assigned  such  duty ;  the  care  which  they  bestow  upon  the 
children  being  taken  into  account  in  their  deportment  and  in  the 
distribution  of  premiums.  A  library  of  moral,  instructive,  and 
agreeable  books  is  being  established  for  the  use  of  the  in- 
mates.* 

When  an  inmate  is  ready  to  leave  the  Asylum  the  Philanthrop- 
ical  Society  tries  to  find  employment  and  gives  all  possible  pro- 
tection. 

No  one  who  has  been  dismissed  on  account  of  bad  conduct 
is  re-admitted  to  the  institution  until  after  one  year,  counting 
from  the  day  of  her  departure.  If  an  inmate  leaves  at  her  own 
request  and  not  on  account  of  bad  conduct,  she  is  not  admitted 
again  until  after  six  months  from  the  time  of  her  leaving.  One 
who  leaves  a  second  time  is  never  re-admitted. 

The  trades  taught  depend  upon  the  ability  of  the  society  and 
the  aptitude  of  the  inmates. 


XVI. 

The  Columbian  Asylum. 

("El  Asilo  Colon.") 

The  Columbian  Asylum  is  a  school  of  arts  and  trades  for 
girls.  It  was  founded  in  the  year  ISOl,  and  is  under  the  direc- 
tion of  Father  Antonio  Icaza,  who  is  pastor  of  one  of  the 
churches  in  the  suburban  colony  of  Santa  Julia  where  the  school 
is  located.  The  building  occupies  a  large  plat  of  ground,  but 
was  only  partially  completed  at  the  date  of  these  observations.. 
November,  1902.  The  person  gathering  information  was  cordial- 
ly received  and  conducted  through  the  establishment  by  an  Irish 
nun  who  had  recently  arrived  from  San  Antonio,  Texas,  and 
who  occupied  the  position  of  sub-director.  There  are  three  or 
four  other  nuns,  Irish  or  Mexican,  who  serve  as  teachers,  or 
work  in  other  departments.  These  nuns  are  of  the  order  of  the 
Divine  Word,  ("El  Divino  Verbo"). 

The  Columbian  Asylum  is  under  the  protection  of  "Our  La- 
dy of  Sorrows,"  and  was  founded  for  the  purpose  of  receiving 
poor  children,  and  is  sustained  by  a  regularly  incorporated  socie- 
ty of  ladies,  under  the  name  "Co-operative  Society  of  the  Colum- 
bian Asylum."  (Sociedad  Cooperativa  del  Asilo  Colon.)  The 
work  is  strictly  within  ecclesiastical  lines.  The  girls  are  receiv- 
ed for  the  purpose  of  educating  and  training  them  in  religious 
principles,  in  sentiments  of  honor,  and  in  habits  of  industry. 
The  only  requirement  for  their  admission  is  their  poverty  and 
room  for  them  in  the  asylum.  The  program  of  primary  public 
instruction  is  followed,  together  with  training  in  ordinary  hand 
labor,  in  domestic  science,  in  typewriting,  and  in  whatever  is 
necessary  to  fit  them  for  employment  in  commercial  offices. 
There  are  one  hundred  and  twenty  girls  in  the  institution. 


XVII. 
The  Public  Schools. 

The  state  of  public  education  largely  affects  child-saving  in- 
stitutions. 

On  the  re-establishment  of  constitutional  government  after 
the  death  of  the  Archduke  Maximilian,  and  the  return  of  Pres- 
ident Juarez  to  the  Capital,  public  instruction  was  in  a  demoral- 
ized condition.  The  first  attention  of  the  Government  was  turn- 
ed to  the  building  up  of  the  schools. 

Dr.  Gabino  Barreda,  a  distinguished  disciple  of  Comte,  was 
given  charge  of  organizing  public  instruction.  He  laid  out  a 
splendid  mpdern  program  of  education.  A  decree  was  issued 
Dec.  2,  1867,  making  primary  education  gratuitous,  obligatory, 
and  secular,  excluding  all  religious  and  metaphysical  subjects 
from  the  curriculum.  Notwithstanding  the  poverty  resulting 
from  prolonged  wars,  great  progress  was  made,  and  in  the  year 
1874  it  was  found  that  there  were  in  the  Republic  8,103  schools 
with  an  enrollment  of  349,000  pupils,  and  that  of  these  schools 
2,000  were  private  and  117  clerical.  In  1900  there  were  11,590 
schools,  mostly  in  appropriate  buildings,  with  an  attendance  of 
764,353  pupils;  369  of  these  schools  were  clerical  with  an  at- 
tendance of  27,811. 

Laws  were  passed  to  give  life  and  strength  to  the  education- 
al system,  as  it  was  found  impossible  to  secure  the  results  de- 
sired. A  Congress  of  Education  composed  of  delegates  from  all 
the  States  was  called  which  began  its  work  December,  1889,  and 
concluded  its  sittings  March  31,  1890.  It  recommended  the  es- 
tablishment of  a  uniform  national  system  of  secular  education, 
which  should  be  free  and  compulsory  for  all  children  from  six 
to  twelve  years  of  age.  The  Congress  further  declared  that  pro- 
vision should  be  made  for  the  education  of  adults  who  had  not 


IN    THE    CITY    OF    MEXICO.  79 

had  early  opportunities ;  and  that  education  should  be  made  com- 
pulsory in  soldiers'  barracks,  and  in  jails,  penitentiaries  and  cor- 
rectional schools. 

The  law  of  compulsory  education  became  effective  in  the  Fed- 
eral District  and  Territories  January  7,  1892.  (pp.  40-43).  The 
program  of  primary  public  instruction  in  Mexico  aims  to  secure 
the  physical,  intellectual  and  moral  education  of  the  pupil.  The 
effort  is  made  to  place  the  child  in  hygienic  conditions  favorable 
to  general  bodily  development,  and  to  "impart  manual  and  sen- 
sorial dexterity,  and  agility,  while  cultivating  intellectuality  and 
imparting  the  indispensable  elements  of  knowledge,  and  complet- 
ing the  instruction  by  forming  in  the  pupil  good  sentiments,  and 
excellence  of  moral  character." 

The  teaching  of  religion  is  prohibited  in  the  public  schools. 
That  is  believed  to  be  the  work  of  the  family,  or  of  private 
schools,  which  are  not  interfered  with,  so  long  as  they  keep  up 
with  the  program  of  public  instruction,  which  teaches  scholar- 
ship, industry  and  patriotism.  The  course  of  studies  includes 
practical  morals  and  civics,  reading  and  writing  the  national 
language,  arithmetic,  notions  of  physical  and  natural  science,  of 
geometry,  geography  and  national  history;  lessons  in  drawing 
simple  outlinfes  of  usual  plain  objects ;  instruction  in  singing,  in 
gymnastics  and  military  drills  for  boys  and  in  manual  labor  for 
girls.  This  program  is  worked  out  in  a  period  of  four  years 
and  is  enforced  in  National,  municipal  and  private  schools  and 
charitable  institutions  for  children  in  the  City  of  Mexico. 

A  Council  of  Vigilance  composed  of  the  Commissioner  or 
Inspector  of  Police  and  two  citizens  of  each  of  the  various  City 
Wards  is  appointed  annually,  by  the  Director  of  Primary  Instruc- 
tion, whose  duty  it  is  to  keep  a  register  of  all  children  of  school 
age,  and  to  keep  informed  as  to  their  attendance  or  non-attendance 
in  public  or  private  schools,  and  to  report  infractions  of  the  law, 
which  are  punishable  by  fines  or  imprisonment.  Bodily  infirmi- 
ty, too  great  a  distance  (more  than  a  mile  and  a  quarter)  from 
school,  or  a  certificate  showing  that  the  child  has  passed  the  re- 
quired grade  are  the  only  acceptable  excuses  for  non-attendance. 


80  CHARITIES   FOR   CHILDREN 

Parents,  or  guardians  have  the  unavoidable  duty  of  securing 
primary  elementary  instruction  for  the  children. 

No  owner  or  administrator  of  country  property,  or  of  industri- 
al establishments,  is  allowed  to  receive  into  his  employ  children 
under  12  years,  unless  they  present  a  certificate  showing  that 
they  have  completed  their  primary  elementary  instruction.  Mi- 
nors of  12  years  may,  however,  be  employed  where  a  school  is 
maintained  in  which  they  study  the  subjects  required  by  law  for 
at  least  three  hours  a  day.  Public  school  children  may  also  be 
employed  outside  of  school  hours.  For  the  con- 
venience of  schools  in  country  places,  or  in  factories,  or  shops, 
a  special  program  of  studies  is  provided  for  half  time;  and  the 
children  are  divided  in  two  groups,  half  of  them  receiving  in- 
struction in  the  morning  and  half  in  the  afternoon.  The  obliga- 
tion is  always  considered  to  have  been  complied  with  when  a 
certificate  of  examination  shows  that  the  child  has  completed  his 
studies. 

Every  one  has  a  chance  to  learn.  In  the  Capital  there  are 
free  schools  for  all  sorts  and  conditions  of  men,  women  and 
children  including  the  blind  and  deaf.  Besides  primary  and  sec- 
ondary schools  with  day  and  evening  classes,  there  is  offered  free 
instruction  in  music,  medicine,  law,  commerce,  engineering,  in 
military  science  and  mining,  in  agriculture  and  veterinary  sci- 
ence. There  are  normal  schools  for  men  and  women  and  all  that 
belongs  to  an  Academy  of  Arts,  besides  instruction  in  the  ordi- 
nary arts  and  trades  and  all  that  ambitious  scientific,  literary, 
and  professional  students  require  to  fit  them  for  a  career. 


XVIII. 

The  School  of  the  Salesians. 

("Colegio  de  San  Francisco  de  Sales.") 

In  the  Colonia  de  Sta.  Julia  is  situated  one  of  the  schools  of 
this  religious  order,  which  has  similar  institutions  in  many  parts 
of  the  world.  This  school  was  established  in  1892,  and  is  en- 
tirely under  ecclesiastical  control.  It  is  sustained  by  charitable 
contributions  of  people  throughout  the  Republic  of  Mexico.  The 
methods  employed  are  the  same  as  in  other  schools;  and  the 
lessons  taught  are  those  usually  followed  in  Primary  Schools. 
After  completing  these  studies,  the  children  pass  to  the  shops 
for  practical  instruction  in  printing,  carpentry,  book-binding, 
blacksmithing,  shoe  making,  etc.  It  is  held  that  apprenticeship 
in  some  art  or  trade  prepares  the  pupils  for  the  competitions  of 
life. 

The  different  schools  of  Europe  have  served  as  models  for 
the  establishment  of  this  institution. 

Applicants  for  admission  must  be  over  ten  years  of  age  and 
under  sixteen,  sound,  robust,  and  well  disposed  in  person  and 
must  have  an  aptitude  for  studying  some  art  or  trade  taught  in 
the  school.  He  must  show  certificates  of  character,  of  baptism, 
and  of  vaccination.  In  order  to  be  received  gratuously,  he  must 
show  that  he  has  neither  father  nor  mother  living,  and  is  poor 
and  abandoned.  If  he  has  brothers,  uncles,  or  other  relatives, 
who  are  able  to  care  for  him,  he  cannot  be  admitted  gratuously. 
Those  who  are  admitted  gratuously,  must  bring  the  same  equip- 
ment as  the  paying  scholars  and  conform  to  the  general  condi- 
tions. The  number  of  free  scholarships  depends  upon  the  funds 
contributed  by  co-operating  Salesians.  Those  who  are  not  admit- 
ted gratis  pay  a  matriculation  fee  of  ten  dollars,  besides  fees  of 
ten  dollars  a  month  in  advance.    Failure  to  make  such  payment  is 


82  CHARITIES   FOR   CHILDREN 

interpreted  as  a  desire  to  have  the  pupil  return  to  his  home.  Some 
exceptions  in  regard  to  age  and  payment  are  made. 

The  required  equipment  for  all  children  entering  school  in- 
cludes the  usual  articles  of  clothing,  with  brushes,  towels,  sheets 
and  pillow  cases,  all  marked  with  the  number  designated  by  the 
registrar.  No  pupil  is  allowed  to  go  out  of  the  institution  ex- 
cept in  cases  of  grave  illness  of  parents.  All  expense  for  books, 
clothes,  shoes,  and  for  articles  used  in  class,  or  in  the  shops,  is 
paid  for  by  the  pupil.  If  a  pupil  leaves  the  school  within  a 
week  after  his  entrance,  he  has  no  right  to  the  return  of  any  part 
of  the  month's  payment.  The  director  endeavors  to  have  the  pu- 
pil keep  his  clothes  and  other  things  in  good  order,  but  is  not 
responsible  for  any  piece  of  clothing  that  may  be  lost.  The 
children  are  not  permitted  to  receive  food  or  to  keep  money, 
knives,  watches  or  other  articles  of  value.  They  should 
be  delivered  to  the  teacher.  The  pupils  may  be  visited  by  their 
parents  or  guardians  in  the  reception  room  of  the  school  on  the 
day  and  hours  appointed.  Irreligion,  immorality,  stealing,  or 
habitual  insubordination  are  sufficient  causes  for  expulsion  from 
the  school. 

The  priests  who  have  charge  of  the  school  are  all  Italians 
who  have  similar  institutions  in  many  parts  of  Europe,  and  in 
some  parts  of  the  United  States.  Some  of  them  act  as  teachers, 
others  are  heads  of  the  departments  of  manual  training.  All 
are  dressed  in  the  robes  of  their  order.  The  pupils  and  apprentices 
all  live  in  the  building ;  and  none  are  received  as  day  pupils. 

The  building  occupies  the  space  of  two  blocks.  One-half  of 
it  is  occupied  by  the  boys'  department  and  the  other  by  the  Sales- 
ian  School  for  Girls.  The  church  of  the  order  when  erected  will 
stand  between  the  two.  At  the  time  of  this  report  there  were 
three  hundred  and  fifty  boys  and  three  hundred  girls  enrolled 
as  pupils ;  fifteen  men  were  teaching  and  twenty-five  ladies. 

There  are  two  systems  always  used  in  the  education  of  the 
young:  the  preventive  system,  and  the  repressive  system.  The 
repressive  system  consists  in  making  them  understand  the  laws 
and  watching  to  discover  the  transgressors,  and  apply  the  neces- 


IN     THE     CITY    OF     MEXICO.  83 

sary  punishment.  In  this  system  the  word  and  aspect  of  the  mas- 
ter must  be  severe  and  threatening,  and  he  must  avoid  all  famil- 
iarity with  his  pupils,  and  rarely  mingle  with  them,  never  when 
handling  a  case  of  discipline.  This  system  is  easy,  less 
wearisome,  and  especially  helpful  in  military  schools,  and  in  deal- 
ing with  adult  pupils. 

The  preventive  system  consists  in  watching  the  pupils  with 
vigilant  eye  and  correcting  them  with  affection,  making  it  im- 
possible for  them  to  commit  grave  faults. 

This  system  rests  entirely  upon  reason  and  religion;  conse- 
quently love  excludes  all  violent  punishment  and  seeks  to  alle- 
viate even  the  lightest.  Under  this  system  the  pupil  is  not  hard- 
ened by  his  fault  nor  maddened  by  the  correctional  punishment 
threatened  or  administered.  Friendly  advice  wins  his  heart  and 
makes  him  see  the  necessity  of  punishment  and  almost  to  desire 
it.  Children  forget  the  disciplinary  rules  and  punishments 
which  threaten  them  and  often  commit  faults  and  incur  punish- 
ments which  would  have  been  avoided  by  a  friendly  admonition. 

The  repressive  system,  may  prevent  disorder  without  im- 
proving the  disorderly.  Children  remember  violent  punishments, 
but  forget  the  fault  committed  and  often  cherish  anger  and  seek 
revenge,  even  to  old  age.  On  the  other  hand  the  preventive  sys- 
tem, makes  a  friend  of  the  pupil  who  sees  in  the  preceptor  a 
well-wisher  who  advises  him  and  desires  to  do  him  good,  by 
delivering  him  from  the  mortification  of  dishonorable  punish- 
ments. The  teacher  who  has  gained  the  heart  of  his  pupil  exer- 
cises over  him  a  powerful  influence,  correcting, .  consulting  and 
reproving,  not  only  while  present,  but  afterwards  when  he  is 
beyond  the  teacher's  power.  The  practice  of  this  system  is  based 
upon  the  words  of  St.  Paul :  "Charity  never  faileth.  Charity 
beareth  all  things,  hopeth  all  things,  endureth  all  things."  Rea- 
son and  religion  are  the  instruments  which  the  preceptor  must 
constantly  use,  teaching  and  practicing  them  himself  if  he  wishes 
to  be  obeyed  and  to  accomplish  his  end.  For  this  reason  the  di- 
rector feels  that  he  must  be  entirely  consecrated  to  his  pupils, 
and  undertake  no  work  which   would   separate  him   from   his 


84  CHARITIES   FOR   CHILDREN 

oflfice,  but  on  the  contrary  should  always  place  himself  among 
his  pupils  having  no  occupation  or  obligation  which  hinders  it. 

The  instructors  and  heads  of  the  shops  must  be  persons  of 
recognized  morality,  who  try  at  whatever  cost  to  secure  the  af- 
fection and  friendship  of  their  pupils,  and  remember  that  the 
loss  of  one  of  them  may  affect  the  entire  institution.  They  must 
see  that  the  pupils  are  never  alone  and  never  unoccupied. 

They  have  ample  liberty  to  leap,  run,  and  shout,  and  divert 
themselves  at  their  pleasure.  The  gymnasium,  music,  declama- 
tion, theatrical  performance,  or  walks  in  the  open  air  are  the 
most  effective  means  of  obtaining  discipline,  morality  and  health. 
The  saying  of  San  Felipe  Neri  is  observed :  "Do  whatever 
you  please  only  do  not  sin."  While  faithful  attendance  upon 
religious  duties  is  a  necessary  support  of  this  system  no  threats 
or  punishments  are  used  in  religious  matters.  The  method  is 
not  to  compel  attendance,  but  to  encourage  and  make  it  easy  for 
the  pupil.  The  greatness,  the  beauty  and  the  holiness  of  re- 
ligion are  set  before  him  as  useful  and  indispensable  for  the 
welfare  of  society,  the  tranquility  of  the  heart,  and  the  salvation 
of  the  soul.  In  this  way  the  pupils  are  spontaneously  moved 
to  the  practices  of  piety  in  which  they  find  both  pleasure  and- 
profit.  Great  care  is  taken  to  exclude  from  the  school  objec- 
tionable books  and  visitors.  Every  morning  after  the  ordinary 
prayers  a  few  words  are  addressed  to  all  the  pupils  giving  ad- 
vice or  counsel  about  things  to  be  done  or  not  done,  using  for 
illustration  the  things  that  have  happened  the  preceding  day  in 
the  school  or  outside.  These  talks  not  exceeding  two  or  three 
minutes,  aim  to  strike  the  key-note  of,  morality  and  success  in 
education. 

The  advocate  of  this  system  claims  that  in  forty  years  of 
experience  he  has  been  able  to  obtain,  without  violent  punish- 
ments, not  only  what  was  necessary,  but  what  was  merely  de- 
sirable, even  with  boys  for  whom  all  hope  of  success  seemed  lost. 


XIX. 

The  Daughters  of  Beneficence. 

("Las  Hijas  de  la  Beneficencia.") 

This  is  an  Order  established  in  Mexico  City  in  1894.  Be- 
sides caring  for  the  sick  of  all  ages  and  conditions,  they  have 
opened  and  are  sustaining  five  schools.  Three  of  them  are  for 
poor  girls,  where  everything  is  gratuitous  and  the  girls  are  in- 
structed according  to  their  needs.  The  effort  is  made  to  lay  the 
solid  foundation  for  a  good  moral  character,  and  to  teach  some 
branches  which  will  enable  them  to  gain. an  honorable  living. 
Each  year  their  clothing,  books  and  necessary  utensils  are  given 
them  as  a  reward  for  their  pains  and  application.  Many  children 
are  cared  for ;  and  these  schools  are  a  great  comfort  to  the  poor 
families  who  are  able  to  send  their  children  with  confidence  to 
these  places  of  shelter.  The  other  two  schools  are  for  girls 
and  young  ladies,  where  those  within  and  without  the  city  are 
received  as  boarding  pupils  and  instructed  in  the  fundamental 
principles  of  morality  and  religion,  and  in  domestic  science.  The 
cost  is  moderate.  This  establishment  is  truly  useful  and  benefi- 
cial to  society.  No  speculations  are  indulged  in.  The  aim  of  the 
Congregation  is  "to  lead  the  girls  in  the  path  of  true  enlighten- 
ment, as  the  only  sufficient  assurance  of  the  happiness  of  the  indi- 
vidual, the  peace  of  the  family,  and  the  regeneration  of  the  com- 
munity." They  hope  to  open  an  orphanage,  or  an  asylum,  and 
are  always  ready  to  serve  without  compensation  in  any  of  the 
charitable  institutions  of  the  Government.  Being  Mexicans  in 
blood  and  in  heart,  they  wish  to  be  useful  to  their  beloved  coun- 
try ;  and  being  fervent  Catholics,  they  wish  to  offer  some  service 
to  the  cause  of  their  religion;  and  being  Daughters  of  Benefi- 
cence, they  are  ready  to  sacrifice  their  life  for  the  welfare  of 
their  sisters  and  are  ready  to  go  to  the  aid  of  the  sick  and  poor, 
and  especially  of  orphan  children;  and  in  serving  and  helping 
them,  they  find  their  own  happiness. 


XX. 

The  Shelter  and  School  of  the  Sisters  of  Charity. 

("Las  Hermanas  de  la  Caridad.") 

In  1894  The  Sisters  of  Charity  ("Las  Hermknas  de  la  Cari- 
dad") opened  a  shelter  and  school  for  children.  They  occupy  a 
three  story  private  house,  where  eighty  poor  children  are  cared 
for  as  inmates  because  of  the  inability  of  their  parents  to  pro- 
vide for  them.  There  are  also  twenty-eight  orphans  in  the  home; 
and  twenty  others  live  there  whose  parents  or  guardians  pay  for 
their  board  and  education.  Seventeen  sisters  live  in  the  house 
or  in  another  house  nearby. 

The  Directors  of  Municipal  Schools  send  a  committee  every 
year  to  examine  the  scholars  in  conformity  with  the  public 
school  law. 


Popocatepetl  Overlooking  the  Valley  of  Mexico  on  the 

East. 


XXL 

Father  Hunt's  Working  Boys'  Home. 

("Hogar  de  Ninos  Trabaj adores.") 

This  institution  was  founded  Aug.  15,  1896,  and  is  under 
the  direct  supervision  of  the  Rev.  A.  M.  Hunt-Cortes,  a  native 
of  New  Orleans,  of  Spanish-Irish  descent,  but  for  more  than  a 
third  of  a  century  a  resident  of  Mexico.  On  becoming  a  priest 
about  ten  years  ago,  he  saw  the  need  of  an  industrial  school, 
where  well-disposed  young  boys  of  the  middle  class,  thrust  upon 
the  world  and  having  to  rely  on  their  own  resources,  might  have 
some  one  to  encourage  and  care  for  them,  giving  attention  to 
their  habits,  and  manners,  in  order  that  they  might  become 
worthy  and  respected  young  men. 

To  meet  this  need  Father  Hunt  organized  this  school,  where 
boys  are  trained  for  positions  in  stores,  banks,  and  business 
houses;  and  after  they  are  thus  employed  outside,  they  remain 
in  this  Home,  until  it  is  convenient  to  find  or  make  another  for 
themselves. 

As  a  reward  and  distinction  for  the  little  fellows,  medals, 
premiums,  outing  parties,  picnics,  and  other  amusements  suita- 
ble for  youths  are  often  given,  so  that  the  establishment  may 
have  for  them  the  attractions  of  a  real  "Home."  Boys  are  re- 
ceived between  the  ages  of  6  and  15.  There  are  upwards  of  150 
in  the  school.  The  Home  is  far  from  self-supporting,  and  ap- 
peals to  the  sympathy  of  the  public  for  clothing,  provisions,  mon- 
ey, or  any  useful  thing.  Visitors  are  welcome  at  all  hours.  En- 
glish, French,  Spanish,  and  Aztec  are  spoken  at  the  Home. 


XXII. 
Feeble  Minded  Children. 

In  the  insane  asylum  for  women,  ("El  Hospital  de  Mujeres 
Dementes"),  situated  in  la  Calle  de  la  Canoa,  Sept.  1,  1902, 
there  were  twelve  girls  of  more  or  less  intelligence,  who  were 
classed  as  "idiots  from  birth,  or  as  degenerates  whose  minds 
had  become  enfeebled  by  disease."  These  are  under  the  care 
of  a  woman,  who  is  called  a  teacher,  and  who  is  doing  what  she 
can  to  train  and  educate  these  unfortunate  creatures.  At  the 
same  time  in  the  "Hospital  de  San  Hipolito,"  the  asylum  for  men, 
there  were  found  six  boys,  classed  as  "idiots  or  degenerates." 
On  account  of  the  small  number  nothing  was  being  done  for 
them,  except  that  they  were  sheltered  and  fed  in  the  institution. 

For  moral  reasons  feeble  minded  children  should  never  be 
free  to  go  at  large.  Whenever  possible  they  should  be  taken  care 
of  by  the  State  in  special  schools,  and  given  the  benefit  of  expert 
instruction,  in  the  hope  that  under  proper  supervision  they  may 
become  self-supporting,  and  experience  the  great  pleasure  of 
knowing  that  they  are  of  use  in  the  world,  and  that  there  is  an- 
other world  where  the  clouds  will  be  lifted  and  imprisoned  minds 
will  be  set  free. 


IzTACCIHUATL   ADJOINING    POPOCATEPETL. 


XXIII. 

The  Florence  Critlenden  Industrial  Home  and  Day 
Nursery  of  Mexico. 

This  Home  was  established  in  September,  1902,  to  help  wom- 
en to  become  independent  by  providing  a  school  where  they  can 
secure  a  complete  training  in  various  branches  of  domestic  sci- 
ence. Their  program  includes  the  opening  of  a  Day  Nursery 
and  Kindergarten  where  children  may  be  left  by  their  mothers 
during  working  hours.  They  undertake  to  furnish  a  home  where 
friendless  girls  may  be  helped  to  regain  their  former  place  in 
society.  They  aim  to  conduct  a  reliable  employment  bureau  to 
assist  women  in  securing  suitable  positions  or  to  give  them  tem- 
porary aid  when  out  of  employment. 

In  fact,  the  society  aims  at  all  times  and  by  all  means  to  assist 
friendless  women,  and  to  surround  them  with  better  social  and 
economic  conditions. 

The  Day  Nursery  and  Kindergarten  departments  are  devoted 
td  the  physical  and  moral  development  of  children,  and  especially 
the  children  of  those  mothers  who  are  forced  to  leave  them  while 
going  out  to  earn  a  living.  There  is  great  need,  and  a  broad 
field,  for  this  especial  branch  of  work. 

It  is  entirely  non-sectarian  in  character  and  opens  its  doors 
to  all  who  may  need  its  help,  its  sole  effort  being  to  build  up  a 
high  moral  and  ethical  tone  in  those  who  come  under  its  in- 
fluence. 

It  is  not  a  foreign  institution ;  but,  as  its  Board  shows,  it  is 
composed  of  Mexicans  and  those  of  the  foreign  element  who 
have  identified  themselves  with  Mexico  and  the  interests  of  the 
Mexican  people.  Nor  is  it  intended  to  compete  with  existing 
institutions,  but  rather  to  supplement  them,  and  to  aid  and  en- 
courage those  needing  it,  to  avail  themselves  of  the  opportunities 


90 


CHARITIES   FOR   CHILDREN 


for  employment  now  offered  by  the  Mexican  Government,  and  by 
private  establishments.  It  is  hoped  that  local  interest  may  be 
so  enlisted  that  in  a  few  years  every  section  of  the  city  will  have 
a  Kindergarten  and  day  nursery  supported  by  the  people,  for 
the  people. 

The  Home  will  be  saved  from  the  experimental  stage  usual 
to  the  establishment  of  a  new  organization  by  being  a  branch  of 
the  National  Florence  Crittenden  Mission,  which  for  more  than 
twenty  years  has  carried  on  a  successful  work  on  these  same  lines 
not  only  through  its  fifty-eight  Homes  in  the  United  States,  but 
also  in  similar  Homes  established  under  its  auspices,  in  Japan,  in 
China,  and  in  France.  The  experiences  in  these  countries  prove 
that  these  agencies  are  suitable  in  their  practical  philanthropy  for 
all  nations. 

Everything  pertaining  to  the  organization  is  characterized 
by  business-like  and  practical  methods.  Separate  committees 
have  in  charge  the  departments  of  Education,  Domestic  Sci- 
ence, Day  Nursery,  Kindergarten,  Mother's  Meetings. 


Across  The  Rio  Grande. 


XXIV. 

The  Friendly  House  of  the  Working  Woman. 

("Casa  Amiga  de  la  Obrera.") 

This  charity  was  founded  by  Mrs.  Carmen  Romero  Rubio  de 
Diaz,  wife  of  the  President  of  tlie  Mexican  RepiibHc. 


Courtesy  of  "The  National  Lines  of  Mexico." 

Mrs.  Diaz,  Patron  and  Founder  of  Charities. 

The  object  of  this  foundation  is  to  provide  food,  instruction 

and  care  for  small  children  while  their  mothers  are  at  work. 

All  the  services  rendered  to  the  children  of  this  establishment 

are  entirely  gratuitous,  all  expenses  whatsoever  being  paid  by 


92 


CHARITIES    FOR    CHILDREN 


the  founder,  Mrs.  Diaz,  or  by  other  benevolent  persons  who  have 
gladly  come  to  her  assistance. 

The  number  of  children  admitted  is  two  hundred.  Under 
special  circumstances  the  number  may  exceed  this,  but  never  falls 
below.  The  daily  expenses  for  the  instruction  and  board  of  the 
children  are  estimated  at  twelve  cents  for  each  child.  The  in- 
stitution pays  no  rent,  the  house  being  the  property  of  Mrs. 
Diaz,  who  has  set  it  apart  for  the  benefit  of  the  institution.  The 
Government  exempts  houses  of  private  beneficence  from  taxa- 
tion. The  employees  of  the  house,  mostly  women,  are  all  lay 
workers.  The  ecclesiastic  who  acts  as  Chaplain  only  takes  part 
in  the  religious  ceremonies  and  practices  which  are  deemed  nec- 
essary. 


The  Friendly  House  of  the  Working  Woman. 


IN     THE     CITY     OF     MEXICO.  93 

Both  boys  and  girls  from  three  to  five  years  of  age  are  ad- 
mitted, if  they  are  healthy  and  able  to  study. 

The  mother  or  person  in  charge  of  the  child  must  show  by 
certificate  of  the  proprietor  or  manager  of  some  shop  or  factory 
that  she  is  employed  therein.  Other  conditions  of  admission 
are  indicated  in  the  regulations  for  purposes  of  discipline. 

The  children  must  enter  the  establishment  between  six  and 
eight  in  the  morning;  and  their  mothers  must  come  for  them 
between  five  and  seven  in  the  evening,  as  these  are  the  times 
when  workers  enter  or  leave  their  place  of  employment.  The 
hours  for  instruction,  recreation  and  meals  are  properly  arrang- 
'  ed.  The  instruction  follows  the  system  of  Froebel,  for  small 
children ;  and  there  are  several  classes  in  the  kindergarten  de- 
partment. 

With  the  older  children,  the  official  program  of  public  in- 
struction is  followed,  with  modifications  suited  to  the  partic- 
ular character  of  the  institution.  The  children  are  drilled  in  all 
modern  forms  of  calisthenics.  All  the  studies  are  carried  on 
in  silence,  as  is  the  custom  in  the  United  States.  And  this  rule 
seems  to  be  followed  in  the  charity  schools  of  the  City  of  Mexico, 
but  is  not  in  force  in  the  municipal  schools  generally. 

The  prophylactic  value  of  such  institutions  is  apparent,  in 
shielding  mothers  from  beggary  and  vice,  and  the  children  from 
abandonment  and  misery,  and  going  far  towards  maintaining 
happy  homes,  the  mightiest  social  forces  in  the  world. 

Another  similar  institution  was  established  September  21, 
1902,  with  the  addition  of  teaching  various  bread-winning  oc- 
cupations. Other  institutions  of  this  class  should  be  established 
among  the  laboring  people  in  every  part  of  the  city. 


XXV. 

A  New  Correctional  School  for  Girls. 

("La  Escuela  Correccional  para  Mujures.") 

"El  Imparcial"  which  has  a  daily  circulation  of  sixty  thou- 
sand copies,  and  is  sold  for  a  centavo  and  read  by  all  classes  of 
people,  represents  an  immense  growth  in  the  newspaper  circu- 
lation in  the  City  of  Mexico.  In  1893  the  most  popular  paper 
had  a  daily  circulation  of  about  seven  thousand,  and  on  gala 
days  about  twice  that  number. 

We  are  indebted  to  ".The  Impartial"  for  an  outline  of  the 
plan  of  the  new  Correctional  School  for  Girls  opened  in  Coyoa- 
can,  a  suburb  of  the  Capital,  in  February,  1903. 

It  was  recognized  that  in  a  city  of  375,000  people  there  was 
need  of  additional  facilities  for  the  proper  treatment  of  young 
women  and  girls,  who  have  committed  some  error,  and  need  the 
protection  which  they  are  denied  by  the  poverty  or  wickedness 
of  their  parents,  or  which  in  the  absence  of  parents,  they  alto- 
gether lack.  The  location  selected  for  the  new  institution,  is 
a  large  garden,  in  which  stands  a  building  used  in  the  time  of 
Santa  Anna  as  a  prison.  The  chief  engineer  of  the  Federal 
District  was  commissioned  to  adapt  the  old  edifice  for  the  new 
purpose.  According  to  the  description  given,  the  school  is  di- 
vided into  two  sections,  for  correction  by  education,  and  for  cor- 
rection by  punishment. 

The  first  Section  is  divided  into  two  groups.  For  the  first 
group  of  girls  under  nine  a  preventive  correctional  education 
is  provided.  In  this  same  group  will  be  placed  girls  under  four- 
teen who  have  been  accused  of  infringing  some  penal  law,  but 
who  do  not  give  evidence  of  being  intentionally  criminal.  In 
the  second  group  of  section  one  are  placed  girls  between  four- 
teen and  twenty-one  years  of  age  who  are  sent  to  the  institution 


IN     THE     CITY     OF     MEXICO.  95 

by  the  Governor  of  the  Federal  District,  as  an  aid  to  parents  in 
the  exercise  of  their  proper  authority.  A  general  dormitory  is 
provided  for  the  girls  in  the  first  group  large  enough  to  accom- 
modate fifty  children.  A  school  is  also  provided  for  them  in 
which  the  tourses  required  in  the  public  program  of  educa- 
tion are  taught.  Five  special  rooms,  or  cells,  are  provided  for 
the  confinement  of  girls  whose  conduct  has  been  bad.  This 
temporary  separation  from  their  companions  is  imposed  simply 
as  a  disciplinary  measure. 

For  the  second  group  of  girls  in  section  one  fifty  cells  are 
provided,  each  containing  a  bed,  a  small  table,  and  private  toilet 
conveniences.  Each  person  in  this  group  occupies  her  cell  at 
night,  and  when  necessary  will  suffer  disciplinary  confinement 
there  during  the  day.  A  school  is  also  provided  for  the  second 
group  where  the  obligatory  instruction  of  the  public  schools  is 
given.  A  manual  training  shop  large  enough  for  fifty  girls  is 
provided,  also  a  waiting  room  where  they  may  receive  visits 
from  their  parents.  The  dining  room  is  large  enough  to  accom- 
modate a  hundred  persons. 

There  is  no  communication  between  the  dormitories,  schools, 
or  cells,  of  the  two  younger  and  older  groups;  but  both  have 
easy  and  independent  access  to  the  wash  room,  hospital,  recep- 
tion room,  and  dining  room,  which  the  two  groups  have  in  com- 
mon. 

Ill  the  second  section,  are  placed  girls  under  eighteen  years 
of  age,  and  over  fourteen,  who  have  been  judicially  sentenced 
for  having  committed  some  fault,  which  they  knew  better  than 
to  commit.  They  are  punished  with  solitary  confinement  for 
from  eight  to  twenty  days,  according  to  the  gravity  of  their  of- 
fense. At  the  end  of  that  time,  they  are  allowed  to  work  with 
their  companions,  unless  their  conduct  again  makes  it  necessary 
to  place  them  in  isolation.  In  every  case,  they  are  kept  in  sep- 
arate cells  at  night.  There  are  fifty  rooms,  or  cells,  for  girls 
in  this  section. 

The  building  has  two  stories.  The  dormitory,  cells,  hospital 
and  officers'  department  are  all  on  the  second  floor.     The  rec- 


96 


CHARITIES   FOR   CHILDREN 


reation  rooms,  dining  rooms,  kitchen,  laundry,  store-rooms, 
schools  and  shops,  where  modern  domestic  machinery  will  be 
installed,  are  on  the  first  floor.  A  proper  education  and  indus- 
trial training,  with  wholesome  food,  recreation,  regular  hours, 
good  example,  and  sound  moral  training  are  relied  upon  to  es- 
tablish the  inmates  in  good  habits  and  character. 

After  a  year  and  a  half  spent  in  enlarging  and  improving 
the  buildings  occupied  by  the  school  it  is  expected  that  the  new 
portion  will  be  ready  in  July,  1907. 


Group  in  the  Friendly  House  of  the  Working  Woman. 


XXVI. 

Evangelical  Mission  Schools. 

Evangelical  Missions  Schools  were  organized  at  the  begin- 
ning of  American  mission  work  in  Mexico.  The  strategy  of  all 
far-reaching  social  movements  lies  in  the  thorough  education  of 
the  children.  The  Protestant  Episcopal  boarding  school  for  girls, 
the  Presbyterian  Girls'  Normal  School  and  the  Methodist  normal 
school  for  girls  have  completed  more  than  a  generation  of  the 
grandest  kind  of  self-sacrificing  work.  These  schools  were  begun 
purely  as  charitable  institutions  for  the  education  and  Christian 
training  of  needy  children.  Public  education  was  then  at  its 
lowest  ebb  in  the  Republic.  The  efforts  of  the  missions  were 
always  loyal  to  and  appreciated  by  the  Liberal  Government. 
Special  inducements  had  to  be  held  out  to  bring  the  children  to 
the  missions.  Within  a  few  years  their  value  was  recognized 
and  more  pupils  sought  than  could  gain  admittance.  As  polit- 
ical and  economic  conditions  improved  in  the  country  under  the 
wise  and  vigorous  administration  of  President  Diaz  the  friends 
of  the  missions  were  able  to  pay  the  moderate  cost  of  maintain- 
ing their  daughters  in  these  schools  which  rose  from  elementary 
day  schools  to  the  full  dignity  of  normal  schools — with  only  a 
few  charity  pupils.  The  Southern  Methodists  and  the  Northern 
Baptists  have  maintained  free  day  schools,  kindergartens,  or 
industrial  schools  for  many  years,  and  merit  a  more  particular 
and  extended  account  than  we  are  able  to  give,  A  request 
addressed  to  the  various  missions  would  doubtless  secure  all  de- 
sired information. 

The  great  demand  educationally  among  the  evangelical  bod- 
ies in  Mexico  is  an  endowed  college  of  letters  and  arts  in  which 
students  in  preparation  for  all  professions  and  occupations  would 
be  under  the  influence  of  recognized  scholars  who  hold  the  uni- 


98 


CHARITIES    FOR    CHILDREN 


versally  accepted  traditions  of  the  whole  church  in  reverence. 
Such  a  school  could  be  established  so  near  to  the  great  schools 
of  the  Capital  that  students  of  law,  music,  medicine,  arts,  or 
mines  could  attend  lectures  in  these  various  national  institu- 
tions and  receive  their  diploma.  On  the  other  hand  the  growth  of 
all  schools  and  the  increased  demand  for  higher  learning  in  the 
ever  enlarging  American  colony,  as  well  as  among  the  Mexican 
students  whose  laudable  ambition  impels  them  to  seek  a  wider 
and  deeper  acquaintance  with  the  English-speaking  world,  would 
seem  to  justify  the  founding  of  a  new  school  which  would  be  a 
stimulus  to  existing  institutions  and  be  greatly  stimulated  by 
them.  The  next  step  in  social  and  institutional  development  for 
Mexico  is  not  to  be  one  of  separation  and  disintegration,  but 
of  unity  and  fraternity  in  which  the  best  thought  of  all  classes 
shall  be  blended  and  conserved. 


Porch  of  Plantation  House  in  the  Titopics. 


XXVII. 
Concluding  Words. 

Mexican  Charities  were  begun  early  in  the  period  of  the 
Conquest,  and  were  carried  on  with  the  enthusiasm  bom  of  suc- 
cess. During  the  Colonial  period,  churches,  schools  and  chari- 
ties made  rapid  and  general  progress.  New  Spain  played  well 
her  part  among  the  Christian  nations  during  the  sixteenth  and 
seventeenth  centuries,  and  down  to  the  close  of  the  eighteenth, 
when  a  disastrious  period  of  war  on  the  Peninsula  absorbed  the 
the  endowment  of  charitable  institutions  in  Spain  and  Mexico. 

There  was  not  a  dull  hour  in  the  nineteenth  century.  In  1810 
the  patriot  priest  Hidalgo  uttered  the  "Grito,"  the  battle  cry  of 
Mexican  Inflependence,  "Viva  Mexico !  Viva  la  Independencia !" 
The  dictatorship  of  Santa  Anna,  the  brief  empire  of  Iturbide 
and  that  of  the  Austrian  Archduke,  the  invasion  of  Mexico  by 
American  and  by  French  armies,  the  death  of  many  patriot  mar- 
tyrs, frequent  revolutionary  uprisings  and  civil  wars,  the  over- 
throw of  church  rule  in  state  matters, — these  were  a  few  of  the 
incidents  which  punctuated  the  first  seventy-five  years  of  nine- 
teenth century  Mexican  history,  and  brought  the  schools  and 
charities  of  the  country  to  the  verge  of  utter  paralysis. 

This  long  period  of  disaster,  broken  by  the  administrative 
energy  of  the  peerless  statesman  and  patriot,  President  Benito 
Juarez,  was  closed  by  the  civil  war  of  1870.  and  the  triumphant 
election  of  General  Diaz,  the  most  successful  constructive  states- 
man of  the  age,  as  President  of  the  Mexican  Republic.  Now  in 
his  seventh  term  of  this  high  office,  he  has  reorganized  the  na- 
tional charities  on  a  modern  scientific  basis. 

The  old  institutions  were  established  to  help  people  in  mis- 
fortune, such  as  sickness,  mental  or  physical  weakness,  infancy 
or  old  age.     They  were,  in  general,  places  of  order  and  cleanli- 


100  CHARITIES   FOR  CHILDREN 

ness,  but  of  little  industry.  In  the  march  of  events,  many  of  them 
have  perished,  leaving  only  architectural  remains  and  memories 
behind. 

The  new  institutions  which  have  risen  in  their  places,  not  only 
help  the  helpless,  but  provide  moral,  intellectual  and  handicraft 
training  for  those  who  need  it.  All  the  old  edifices,  vast  and 
spacious  as  they  were,  had  grave  defects.  The  science  of  hygiene 
was  unknown  at  the  time  of  their  construction ;  and  the  promiscu- 
ous association  of  the  sick  and  poor  was  disastrous,  physically 
and  morally.  The  construction  and  arrangement  of  the  new 
buildings  obey  the  fixed  requirements  of  hygiene  and  pedagogy, 
adapting  them  to  the  individual  improvement  of  the  orphan,  the 
outcast  and  the  unfortunate. 

Recognizing  that  charity  is  not  a  primary  function  of  the 
State,  and  that  the  exalted  spirit  of  private  charity,  impelled  by 
a  spontaneous  and  ardent  desire  to  impart  spiritual  comfort,  is 
more  efficacious  than  any  official  action  can  be,  the  Government 
does  not  seek  to  enter  into  competition  with  this  admirable  work, 
but  only  desires  to  aid  and  encourage  it. 

There  are  special  conditions  affecting  child-saving  interests 
in  Mexico.  The  generous  soil  and  mild  climate  provide  inex- 
pensive food  and  shelter,  leaving  to  mother  and  child  less  danger 
of  suffering  from  hunger  and  cold  than  in  our  crowded  northern 
cities.  There  is  more  neighborliness,  more  readiness  to  sacrifice 
for  one  another  among  the  homogeneous  elements  of  a  Mexican 
tenement  than  would  be  seen  in  heterogeneous  sections  of  Ameri- 
can cities.  All  this  tends  to  minimize  the  causes  of  distress, 
while  creating  an  interest  in  the  children  of  the  poor,  thereby  re- 
lieving the  public  of  much  expense  and  care. 

The  age-long  custom  of  concubinage  practiced  by  one  class, 
and  deferred  marriage  too  common  with  another  class,  have 
worked  together  to  mitigate  somewhat  the  disgrace  of  illegiti- 
macy; while  the  love  and  respect  shown  between  parents  and 
children  are  noticeably  strong.  There  is  no  cast,  no  color- 
line,  no  race  suicide.  Children  are  not  considered  inconvenient. 
And  natural  children  are  commonly  cared  for.     But  precarious 


IN     THE     CITY     OF     MEXICO.  101 

relationships  of  parents  often  leave  them  homeless  and  dependent. 

The  naturally  sympathetic  and  charitable  disposition  of  the 
Mexican  people  will  lead  them  to  attempt  every  form  of  charity, 
and  the  advance  spirit  of  the  modern  liberal  governmental  insti- 
tutions will  carry  them  to  the  highest  forms  of  artistic  as  well 
as  utilitarian  and  practical  results. 

The  foregoing  chapters  will,  it  is  hoped,  clearly  indicate  that 
the  City  of  Mexico  maintains,  with  a  high  average  of  efficiency, 
a  wide  range  of  institutions  for  the  care  of  needy  children. 

While  the  Casa  de  Beneiicencia  in  Havana,  dating  from  1665, 
and  the  Maternity  House,  ("Casa  de  Maternidad"),  dating  from 
1687,  doubtless  give  to  the  Cuban  Capital  the  honor  of  seniority 
in  founding  charities  for  children  on  this  side  of  the  sea,  the 
.School  of  the  Vizcainas  in  the  City  of  Mexico  is  probably  the 
oldest  living  children's  home  on  the  mainland  of  North  America. 

At  an  early  day  a  "savings  fund"  plan  was  adopted  in  Mex- 
ican institutions.  The  plan  is  general  at  present  and  highly  im- 
portant. No  institution  is  conducted  on  right  lines  which  does 
not  allow  inmates  to  earn  something  and  save  something,  so 
that  pupils  leaving  the  institutions  may  carry  with  them  not  only 
the  instruction  they  have  received,  the  skill  they  have  acquired, 
but  a  certain  amount  of  money  to  pay  their  immediate  expenses. 

The  charities  conducted  by  the  Department  of  Beneficence  in 
the  Capital  comprehend  the  importance  of  a  sound  physical  basis 
for  a  moral  and  intellectual  life,  and  have  instituted  the  most  far- 
reaching  and  scientific  care  of  infants.  The  diversified  activities 
of  the  various  institutions  are  practically  and  economically  co- 
ordinated. Emphasis  is  placed  on  the  industrial  competence  of 
school  graduates.  The  high  water  mark  of  institutional  construc- 
tion of  the  congr^ate  type  is  reached  in  the  Hospicio  de  Nifios 
and  in  the  new  General  Hospital.  The  various  public  charities 
are  in  charge  of  unsalaried,  honorary  directors,  chosen  by  the 
Chief  Executive  from  among  the  leading  citizens  of  the  Capital. 
The  equipment  is  made  doubly  effective  under  the  central  man- 
agement of  the  Secretary  of  the  Government. 

The  changing  needs  of  growing  boys  are  met  by  moving  them 


103  CHARITIES   FOR   CHILDREN 

from  one  institution  to  others,  suited  to  their  advancing  age  and 
unfolding  faculties,  thus  giving  to  each  institution  its  appropri- 
ate work,  and  an  appropriate  staff  of  officers,  and  avoiding  the 
confusion  of  having  all  ages  and  grades  of  intelligence  and  char- 
acter cared  for  under  the  same  rOof.  The  thoroughness  with 
which  boys  and  girls  are  taught  to  be  self-supporting  by  giving 
special  training  to  those  of  special  talent  is  adapted  to  the  pres- 
ent demand  for  more  skilled  men  and  women  of  the  highest 
class  in  all  the  arts,  trades  and  professions,  a  demand  greatly 
intensified  by  the  marvelous  development  of  the  business  and  nat- 
ural resources  of  the  Republic. 

This  fact  doubtless  explains,  in  part,  the  reason  why  "the 
placing-out  system,"  so  general  and  so  successful  elsewhere,  has 
not  been  extensively  adopted  in  Mexico.  Perhaps  the  former 
prevalence  of  the  monastic  idea  of  sheltering  and  protecting  the 
helpless  from  the  world,  may  have  delayed  the  adoption  of  this 
plan.  But  there  is  no  reason  to  doubt  its  adaptability  to  Mex- 
ican society  when  the  right  time  comes.  Hitherto  the  main  effort 
has  been  to  train  the  children  for  citizenship  and  artisanship  in  the 
general  assortment  of  highly  organized  institutions. 

The  whole  problem  of  child-saving  is  the  complete  restora- 
tion of  the  neglected  and  defective  units  to  normal  relations  in 
society;  and  it  is  regarded  by  many  as  a  demonstrated  proposi- 
tion, that  the  surest  way  to  restore  the  child  to  society,  is  to  re- 
store him  while  he  is  a  child.  This  would  mean  a  shorter  aver- 
age period  of  time  spent  by  the  children  in  the  institution;  and 
the  benefits  now  bestowed  upon  the  few,  would  be  given  to  many 
more,  without  increase  of  expense,  *  and  with  no  loss  to  the  av- 
erage child,  who  would  be  adopted  into  a  carefully  selected  nor- 
mal home,  and  grow  up  with  a  happy  experience  of  obligation 
to  the  other  members  of  the  household,  and  a  personal  affection, 
which  the  children  of  the  best  institution  in  the  world  cannot 
feel.  This  would  perhaps  make  it  possible  to  bestow  more  atten- 
tion upon  those  children  who  are  least  attractive,  and  less 
likely  to  find  a  desirable  private  home. 

•The  annual  average  expense  per  child,  in  various  Mexican  institutions,  ranges  from  S45.00 
to  $75.00  (U.  S.  currency). 


IN     THE     CITY     OF     MEXICO.  103 

There  will  always  be  the  necessity  of  maintaining  separate, 
well-equipped  schools  for  children  who  are  too  far  below  the 
normal  standard  of  intelligence  to  be  successfully  cared  for  in 
the  regular  schools.  The  small  number  of  mentally  defective 
children  brought  to  the  public  attention  is  almost  sure  to  result 
in  inadequate  provision  for  their  education.  This  is  sadly  true 
today,  whichever  way  we  turn.  Parents  shield  their  weak  ones 
from  the  public  gaze  when  they  are  little;  and  they  become  a 
great  burden  to  the  home,  and  frequently  a  serious  menace 
to  society. 

Whenever  proper  public  provision  is  made  for  the  care  and 
training  of  this  class,  a  surprisingly  large  number  of  applicants 
is  brought  forward  to  claim  the  benefits  offered.  In  some  re- 
spects the  Mexican  system  strongly  resembles  our  own.  They 
do  not  appear  to  have  an  adequate  method  of  finding  the  needy 
child.  Neither  have  we.  We  have  not  developed  an  adequate 
system  of  watchcare  over  those  who  go  out  from  our  institu- 
tions. Neither  have  they.  But  they  would  seem  to  have  less 
need  of  it,  as  their  graduates  are  older  and  better  trained  to  care 
for  themselves.  * 

Experience  has  proved  that  the  State  must  maintain  a  vigi- 
lant oversight  of  all  young  children  placed  in  private  homes,  a 
business  too  sadly  neglected  among  us.  The  time  should  soon 
come,  when  the  Committees  of  Vigilance  in  the  various  wards 
of  Mexico  City,  and  the  truant  and  probation  officers  among  us, 
should  extend  their  oversight  to  all  minors  who  are  destitute  of 
proper  parental  discipline,  A  large  force  of  trained  workers  ap- 
pointed under  civil  service  rules  is  demanded  by  the  time.  Such 
a  force  should  effect  a  large  saving  of  the  public  funds  by  mater- 
ially reducing  the  volume  of  crime. 

We  cannot  close  our  eyes  to  the  chief  cause  of  misery  every- 
where. Intemperance  adds  its  crown  of  thorns  to  every  sorrov/ : 
and  the  child  is  often  the  innocent  victim.  We  know  that  state 
revenues  received  from  the  bar-keepers  is  swallowed  up  many 
times  over  in  the  vain  attempt  to  protect  society  from  the  rav- 
ages and  misery  of  drunkenness.    The  loss  is  immense ;  and  there 


104  CHARITIES  FOR  CHILDREN 

is  no  compensation.  Who  can  tell  in  what  one  of  the  Christian 
centuries  this  well-spring  of  sin  and  sorrow  shall  be  stopped  up? 

In  spite  of  all  hindrances  and  difficulties,  the  workers  en- 
gaged in  rescuing  children  have  reason  to  be  optimistic.  While 
the  law  of  heredity  holds  with  children  snatched  from  the  slums, 
it  is  evident  that  the  undeveloped  and  badly  developed  parent 
transmits  the  latent  possibility  of  a  better  life.  We  are  ati  born 
ignorant,  and  have  to  learn  vice  or  virtue.  The  advantage  lies 
with  those  who  have  the  child  first.  But  the  good  results  ob- 
tained, even  with  children  who  have  learned  the  worst  and  are 
afterwards  taught  the  best,  must  give  us  hope  for  all. 

We  measure  the  culture  of  a  period  by  its  care  for  childhood. 
The  establishment  of  "The  Home  for  Children"  (the  new  Hos- 
picio  de  Niiios),  in  an  ideal  and  monumental  edifice,  instead  of 
weakening  should  strengthen  the  charitable  sentimen'  of  the  peo- 
ple, the  sense  of  personal  obligation  to  make  provision  for  the 
helpless,  and  belief  in  the  importance  of  placing  all  charitable  in- 
stitutions for  children  on  the  highest  plane.  When  the  peopl-?  of 
Mexico  have  fully  recovered  from  the  long  years  of  destructive 
wars,  and  more  of  them  experience  the  comforts  of  wealth  and 
overcome  the  newly  acquired  American  spirit  of  commercialism, 
and  shall  also  have  learned  to  sufficiently  admire  the  bountiful  pro- 
vision of  the  Government  for  "The  Children  of  the  State,"  there 
will  be  a  reawakening  and  a  renaissance  of  private  charities.  In- 
deed, this  is  already  apparent  in  the  increase  of  ciiarities  in  the 
last  ten  years. 

But  what  we  prophesy  is  the  creation  and  endowment  of  re- 
ligious schools  and  colleges  of  the  highest  order,  in  friendlv 
rivalry  with  public  institutions,  where  the  children  of  trouble 
will  find  the  consolation  of  the  Gospel,  while  cultivating  patriotic 
sentiment,  intellectual  strength,  and  manual  dexterity,  thereby 
securing  satisfaction  of  the  natural  human  hunger  for  health, 
wealth,  knowledge,  beauty,  sociability  and  righteousness. 

The  effectiveness  of  charities  can  only  be  measured  relative- 
ly. If  there  were  more  institutions  in  proportion  to  the  popula- 
tion, they  might  all  be  busy  reaching  a  wider  need,  ministering 


IN     THE     CITY     OF     MEXICO. 


105 


to  a  different,  perhaps  a  higher  stratum  of  social  neglect.  But 
when  the  new  generation  of  farmers  and  miners  and  manufac- 
turers, with  the  statesmen,  poets,  artists  and  professional  men 
and  women  have  been  graduated  from  the  new  schools,  and  the 
fifteen  millions  of  people  have  grown  to  be  twenty  and  forty 
millions,  and  new  charities  have  been  endowed  by  pious  people 
and  dedicated  "to  the  greater  glory  of  God,"  the  present  insti- 
tutions, representing  the  Mexican  love  and  care  for  children, 
with  a  record  of  good  works,  unbroken  again  by  invading  armies 
or  by  civil  strife,  will  be  a  lasting  monument  to  the  nation's 
Chief,  whose  name  and  fame  with  that  of  his  illustrious  wife, 
will  always  be  inseparably  connected  with  the  beneficent  progress 
of  Mexico. 


La  Tierra  Caliente. 


Bibliography. 

Nuevo  Codigo  de  la  Reforma,  Flores  Alatorre,  Mexico:  Mi- 
guel Zomoza,  1870. 

The  Civil  Law  of  Spain  and  Mexico,  Gustavus  Schmidt,  New 
Orleans.  1851. 

Coleccion  de  Leyes,  Supremas  Ordenes,  Bandos,  Disposiciones 
de  Policia  y  Reglamentos  Muncipales  de  Administracion  del 
Distrito  Federal,  Formada  per  J.  M.  del  Castillo  Velasco, 
Segunda  Edicion  Augmentada,  Mexico:  Castillo  Velasco  e 
Hijos,  1874. 

Codigo  Penal  para  el  Distrito  Federal  y  Territorios  de  Mexico, 
Vera  Cruz,  1873. 

Mexico  Illustrated,  Federal  District,  Biography  of  General  Diaz, 
Liverpool :     Blake  and  MacKenzie,  1903. 

Diccionario  de  Curiosidades  &c.,  de  la  Republica  Mejicana,  Feliz 
Ramos  y  Duarte,  Mejico:     Imprenta  de  Dublan,  1899. 

Los  Estados  Unidos  Mexicanos,  Sus  Progresos  en  Veinte  Aiio.s 
de  Paz  1877-1897,  Rafael  de  Zayas  Enriquez,  New  York: 
H.  A.  Rost,  1899. 

Mexico  and  the  United  States,  M.  Romero,  New  York:  G.  P. 
Putnam's  Sons,  1898. 

Mexico?    Si  Sefior,  Thos.  L.  Rogers,  Boston:    1893. 

The  Riches  of  Mexico  and  Its  Institutions,  Adolfo  Duclos  Sali- 
nas, St.  Louis:    Nixon-Jones,  1893. 

Proceso  de  la  Historia,  Jose  Roman  Leal,  Mexico:  Tip.  de  la 
Secretaria  de  Fomento,  1890. 

Travels  in  Mexico,  F.  A.  Ober,  Boston :    Estes  &  Lauriat,  1887. 

A  Study  of  Mexico,  David  A.  Wells,  New  York:  D.  Apple- 
ton  &  Co. 

History  of  Mexico :  H.  H.  Bancroft's  extensive  work. 

Life  in  Mexico,  Mme.  Calderon  de  la  Barca,  London :  Chap- 
man and  Hall,  1843. 


108  CHARITIES   FOR  CHILDREN 

Personal  Narrative  of  Travels  to  the  Equinoctial  Regions  of  the 

New  Continent,  Alexander  von  Humboldt,  London :    George 

Bell  &  Sons,  1877. 
Constitution  of  Mexico,  1857.    By  R.  G.  Granados. 
Political  Essay  on  the  Kingdom  of  New  Spain,  Alexander  von 

Humboldt. 
The  Geographical  and  Historical  Dictionary  of  America  and  the 

West  Indies,  London :     Carpenter  &  Son,  1812-1815. 
Historiadores  Primitives  de  Indias,  Vo].2,Bernal  Diaz,  Capitiilos 

171  and  199.    Madrid :    M.  Rivadeneyra,  1886. 
The  Natural  and  Moral  History  of  the  Indies,  Joseph  de  Acosta, 

Reprinted  from  the  English  of  E.  Grimston,  1604,  London : 

1880. 
Obras  del  Lie.  Jose  Fernando  Ramirez,  Mexico :     V.  Agueros, 

1898. 
El  Real  Colegio  de  San  Ignacio  de  Loyola,  6  Colegio  de  la  Paz, 

Imprenta  de  Francisco  Diaz  de  Leon,  Mexico,  1889. 
Mexico — A  Geographical  Sketch,  Bureau  of  American  Republics, 

United  States  Government  Printing  Office,  1900. 
Aztec  Land,  M.  M.  Ballou,  New  York,  1890. 
Mexico  As  It  Was  and  As  It  Is,  Brantz  Mayer,  New  York,  1844. 
Mexico — It's  Trade,  Industries  and  Resources,  Antonio  Garcia 

Cubas,  Mexico,  1893. 
A  Peep  at  Mexico,  J.  L.  Geiger,  Trubner  &  Co.,  London,  1874. 
Mexico,  Picturesque,  Political,  Progressive,  Blake  and  Sullivan, 

Lee  &  Shepard,  Boston,  1888. 
Old  Mexico  and  Her  Lost   Provinces,  W.   H.   Bishop,  Harper 

Brothers,   1883. 
A  Few  Facts  About  Mexico,  Published  by  the  Mexican  National 

Commission  to  the  Pan-American  Exposition. 
Mexico  in  Transition,  William  Butler,  Hunt  &  Eaton,  1892. 
History  of  the  Mexican  People. 
Mejico  desde  1808  hasta  1867,  Arrangoiz,  Imprenta  de  Estrada, 

Madrid,  1872. 
Historia  Eclesiastica  Indiana,  Geronimo  de  Mendieta,  Antigua 

Libreria,  Mexico,  1870. 


IN    THE    CITY    OF    MEXICO.  109 

The  Awakening  of  a  Nation,  Chas.  F.  Lummis,  Harpers,  1898. 
Cyclopedia  of  Education,  in  loco. 
Reports  of  United  States  Commissioner  of  Education. 
Historia  Elemental  de  Mexico,  T.  R.  Cordoba,  Imprenta  Cato- 
lica,  Mexico,  1881. 

PAMPHLETS. 

Discurso  Pronunciado  por  el   Sr.   Subsecretario  de  Instruccion 

Publica,Lic.D.Justo  Sierra,  el  Dia  13  de  Septiembre  de  1902, 

Tipografia  de  "El  Escritorio,"  Mexico,  1903. 
Ley  Reglamentaria  de  la  Instruccion  Obligatoria,  Imprenta  del 

Gobierno  Federal,  Mexico,  1897. 
Ley  de  la  Ensenanza  Primaria  Superior,  Imprenta  del  Gobierrio, 

Mexico,  1904. 
Programas  de  los  Dos  Afios  de  Estudios  que  Comprende  la  Ense- 

iianza   Primaria   General   Superior,   Imprenta  del   Gobierno, 

1904. 
Reglamento  Interior  para  las  Escuelas  Nacionales  de  Ensenanza 

Primaria,  Imprenta  del  Gobierno,  1900. 
In  forme  Anual  Leido  por  el  Secretario  de  la  Direccion  General 

de  Instniccion  Primaria  el  3  de  Mayo  de  1904,  Tipografia 

Economica,  Mexico,  1904. 
Reglamento  Provisional  de  la  Casa  de  Xifios  Expositos,  Titulada 

La  Cuna ;  Tipografia  de  la  Secretaria  de  Fomento.  Mexico, 

1898. 
Escuela  Industrial  de  Huerfanos,  Distribucion  de  Premios,  In- 

formes  y  Discursos  del  Afio  de  1896,  Tipografia  de  la  Escuela 

Industrial,  Mexico,  1897. 
Distribucion  de  Premios,  &c.,  1897. 
Distribucion  de  Premios,  &c.,  1398. 
Reglamento  de  la  Escuela  Industrial  de  Huerfanos,  Tipografia 

de  la  Misma  Escuela,  Mexico,  1894. 
Resefia  Historica  de  la  Escuela  Nacional  de  Ciegos,  Imprenta 

del  Gobierno  Federal,  Mexico,  1892. 
Reglamento  Economico  de  la  Escuela  Nacional  de  Ciegos,  Im- 
prenta de  Aguilar  e  Hijos,  Mexico,  1902. 


110  CHARITIES    FOR   CHILDREN 

National  School  for  the  Deaf  and  Dumb,  Press  of  Edgard 
Bouligny,  Mexico,  1892. 

La  Sordera  en  el  Nino  y  en  el  Adulto,  Tipografia  de  Francisco 
Diaz  de  Leon,  Mexico,  1897. 

Bosquejo  Historico  y  Breve  Exposicion  del  Metodo  Seguido 
para  la  Instruccion  de  los  Sordo-Mudos  por  el  Abate  Julio 
Tarra,  Daniel  Garcia,  Imprenta  de  Francisco  Diaz  de  Leon, 
Mexico,  1890. 

Distribucion  de  Premios  Hecha  por  el  C.  Presidente  de  la 
Republica  a  los  Alumnos  de  la  Escuela  Nacional  de  Sordo- 
Mudos  el  9  de  Enero  de  1897.  Imprenta  de  Francisco  Diaz 
de  Leon,  Mexico.  1897. 

Informe  Presentada  a  la  Direccion  de  la  Escuela  Nacional  de 
Sordo-Mudos  por  el  Profesor  Francisco  Vazquez  Gomez, 
Imprenta  de  Francisco  Diaz  de  Leon,  Mexico,  1902. 

El  Hospicio  de  Pobres,  Imprenta  del  Hospicio  de  Pobres,  Mex- 
ico, 1892. 

Reglamentos  del  Asilo  de  Regeneracion  e  Infancia,  Tipografia 
de  la  Secretaria  de  Fomento,  Mexico,  1898. 

Reglamento  de  la  Sociedad  Filantropica  Mexicana,  Imprenta  de 
la  Libreria  Religiosa,  Mexico,  1895. 

El  Asilo  de  Mendigos,  Mexico,  Febrero  18  de  1900  and  Febrero 
28  de  1902. 

El  Sistema  Preventivo  en  la  Educacion  de  la  Juventud,  Tipo- 
grafia Salesiana,  Mexico,  1900. 

Hunt-Cortes  Digest,  January  and  February,  1906 :  Mexico. 

Album — Hospicio  de  Nifios,  Beneficencia  Publica,  Mexico,  1905. 

Album — Hospital  General,  published  by  the  Department  of  Benefi- 
cencia Publica,  Mexico,  1905. 

NEWSPAPERS. 

El  Imparcial,  Mexico,  Octubre  3  de  1902  and  Enero  11  de  1903, 

Febrero  20  de  1907. 
El  Bien  Social,  Mexico,  Agosto  1  de  1902. 


IN     THE     CITY     OF     MEXICO. 

CIRCULARS  AND  LETTERS. 


Ill 


Colegio  y  Escuelas  Salesianas  de  Artes  y  Oficios,  City  of  Mexico. 
Escuela  Industrial  de  Huerfanos,  City  of  Mexico. 
A  small  folio  of  letters  from  Rev.  \V.  T.  Green  of  the  City  of 
Mexico,  Library  of  University  of  Chicago. 


The  Church. 


OF  TH-       * 

UNIVERSiT 

OF 


1      '  y  ^  1,  ■'  >      1 


CHURCH   OF  SAN   MIGUEL  DE  ALLENDE 
A  TYPE  OF  MEXICAN  ARCHITECTURE 


